The first report was published of an independent committee on examination standards. It looked at examination standards, and the regulatory role of the Qualifications and Curriculum Authority, with a specific focus on Advanced ('A') levels. The committee said that it was satisfied that the system was in 'good shape', with strong quality control systems in place.
Source: Barry McGaw, Caroline Gipps, and Robert Godber, Examination Standards: Report of the independent committee to QCA, Qualifications and Curriculum Authority (020 7509 5555)
Links: Report (pdf) | QCA press release
Date: 2004-Dec
A report examined the effect of class size on pupil attainment and classroom processes in English schools in years 4-6. No evidence was found that children in smaller classes made more progress in mathematics, English or science, even after allowing for the characteristics of pupils in small and large classes.
Source: Peter Blatchford, Anthony Russell, Paul Bassett, Penelope Brown and Clare Martin, The Effects of Class Size on Attainment and Classroom Processes in English Primary Schools (Years 4 to 6) 2000-2003, Research Report RBX13-04, Department for Education and Skills (0845 602 2260)
Links: Brief (pdf)
Date: 2004-Dec
The findings were published for England from the Programme for International Student Assessment (PISA) 2003. Because the sample for England fell short of the pre-agreed school and pupil level response rates, it was not possible to make reliable comparisons between England's performance and that of other countries, or with the performance scores for England from PISA 2000.
Source: Programme for International Student Assessment (PISA) 2003: England Sample and Data, Statistical First Release 47/2004, Department for Education and Skills (0870 000 2288) | House of Commons Hansard, Written Answers 8 December 2004, column 535-536W, TSO (0870 600 5522)
Links: SFR (pdf) | Hansard | Guardian report
Date: 2004-Dec
The Welsh Assembly approved the legislative process which would end key stage 2 testing (at age 11) in Wales.
Source: Press release 9 November 2004, Welsh Assembly Government (029 2082 5111)
Links: WAG press release | Guardian report
Date: 2004-Nov
A study found that although the key stage 3 strategy (for pupils aged 12-14) had strongly influenced approaches to teaching, it had not had a significant impact upon students attitudes towards their learning, leaving many young people feeling isolated and alienated in the classroom.
Source: Eileen Carnell, It s Like Mixing Colours: How young people view their learning within the context of the key stage 3 national strategy, Association of Teachers and Lecturers (020 7930 6441)
Links: ATL press release
Date: 2004-Oct
The final report of an official working group (chaired by Mike Tomlinson) set out a vision for a unified framework of 14-19 curriculum and qualifications. The framework would introduce a new diploma qualification awarded at four levels - entry, foundation, intermediate and advanced. It would consist of two parts - core and main learning: core learning would focus on developing basic skills, and main learning would comprise a young person s subject study. It would replace the large quantity of externally set coursework with an extended project which would develop research, analysis and presentation skills, and allow a young person to study a chosen subject or subjects in depth. It would offer all learners access to programmes that would ensure they had every component necessary to achieve their full potential. But the schools minister reportedly said that the terms 'GCSE' and 'A-level' would have to be kept in any reform.
Source: 14-19 Curriculum and Qualifications Reform: Final report of the working group on 14-19 reform, Department for Education and Skills (0845 602 2260) | The Independent, 20 October 2004 | House of Commons Hansard, Debate 18 October 2004, columns 644-658, TSO (0870 600 5522)
Links: Report (pdf) | Summary | Hansard | QCA press release | LSC press release | LGA press release | ISCis press release | LSDA press release (pdf) | NASUWT press release | NUT press release | SHA press release | Young People Now report | Independent article | Guardian report
Date: 2004-Oct
Provisional results showed that the percentage of pupils in England aged 15 (at the start of the academic year) getting 5 or more grades A*-C GCSE or equivalent increased to 53.4 per cent in 2003-04, compared with 52.9 per cent the previous year. (GCSE = General Certificate of Secondary Education)
Source: GCSE and Equivalent Results for Young People in England, 2003/04 (Provisional), Statistical First Release 37/2004, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf) | DfES press release | NUT press release | Guardian report
Date: 2004-Oct
A new book said that active, social approaches to literacy learning could create a climate in which underachievers became more successful and engaged readers and writers - in particular helping to raise the achievement of boys at primary school level.
Source: Kimberly Safford, Olivia O'Sullivan and Myra Barrs, Boys on the Margin, Centre for Literacy in Primary Education (020 7401 3382)
Links: Summary | Guardian report
Date: 2004-Oct
The government launched the first non-statutory national framework to support the delivery of high-quality religious education in schools.
Source: Religious Education: The non-statutory national framework, Qualifications and Curriculum Authority (020 7509 5555)
Links: Framework (pdf) | DfES press release
Date: 2004-Oct
Provisional data were published on the 2003-04 GCE/VCE A/AS examination results. For students aged 16-18 in schools and colleges, the average GCE/VCE A/AS point score per entry was 78.4, compared to 77.4 in 2002-03. (GCE = General Certificate of Education; VCE = Vocational Certificate of Education; A = Advanced; AS = Advanced Subsidiary.)
Source: GCE/VCE A/AS Examination Results for Young People in England, 2003/04 (Provisional), Statistical First Release 38/2004, Department for Education and Skills (0870 000 2288) Links: SFR (pdf)
Date: 2004-Oct
A schools inspectorate report said that, despite general recognition of the value of outdoor education and residential experiences, some schools remained unconvinced of the benefits when weighed against risks and fears of litigation. A teaching union said that the report appeared 'unsympathetic and dismissive' towards the concerns of teachers.
Source: Outdoor Education: Aspects of good practice, HMI 2151, Office for Standards in Education (07002 637833) | Press release 28 September 2004, National Association of Schoolmasters/Union of Women Teachers (0121 453 6150)
Links: Report (pdf) | OFSTED press release | NASUWT press release | Guardian report
Date: 2004-Sep
The Welsh Assembly government began consultation on proposals to discontinue the statutory national curriculum testing of children at ages 11 and 14, following the Daugherty report.
Source: National Curriculum Assessment Arrangements for 11 and 14 Year Olds, Welsh Assembly Government (029 2082 3056)
Links: Consultation document (pdf) | WAG press release | Daugherty report
Date: 2004-Sep
Provisional GCSE results were published for the summer 2004 exams. The results showed that: grades at A*-C increased by 1.1 percentage points to 59.2 per cent; 97.6 per cent of entrants achieved a grade A*-G (unchanged); grades A*-C in maths increased by 1.6 percentage points to 51.7 per cent, with a 4.5 per cent increase in the number of entries; and the number of boys achieving grades A*-C increased by 1.3 percentage points, compared to 0.9 for girls. (GCSE = General Certificate of Secondary Education)
Source: National Provisional GCSE (Full Course) Results: June 2004, Joint Council for Qualifications (0161 958 3737)
Links: Report (pdf) | DfES press release | SHA press release | Guardian report (1) | Guardian report (2)
Date: 2004-Aug
An article challenged the officially reported rises in standards in mathematics and English in primary schools since 1995. It said that there had been clear rises in standards, but not as strong as the official data suggested, up to 2000. Since 2000 the official data had shown little change, and this was largely confirmed by independent tests. The case was made for an independent body to be set up with the sole purpose of monitoring standards over time.
Source: Peter Tymms, 'Are standards rising in English primary schools?', British Educational Research Journal, Volume 30 Number 4
Links: Abstract
Date: 2004-Aug
Provisional A level results were published for the summer 2004 exams. For those completing their A levels, the overall pass rate rose to 96 per cent from 95.4 per cent; A grades at A level increased by 0.8 percentage points to 22.4 per cent; and the overall AS pass rate increased by 0.2 percentage points to 86.9 per cent. (A = Advanced; AS = Advanced Subsidiary)
Source: National Provisional A Level (Curriculum 2000) GCE Results: June 2004, Joint Council for Qualifications (0161 958 3737)
Links: Report (pdf) | DfES press release | SHA press release | Guardian report (1) | Guardian report (2)
Date: 2004-Aug
Research (based on 68 English schools) revealed an 'urgent and ongoing need' for practical support to implement effective citizenship education, despite strong support for the subject from teachers and pupils.
Source: Citizenship in the Curriculum: Two years on, Community Service Volunteers (020 7278 6601)
Links: Report (pdf) | CSV press release
Date: 2004-Aug
Provisional results were published for national curriculum tests in England in 2004 at ages 7, 11 and 14. At age 7 (Key Stage 1) 85 per cent of pupils achieved the expected level in reading (an increase of 1 percentage point over 2003), and 90 per cent of pupils did so in maths (unchanged from 2003). At age 11 (Key Stage 2) a record 77 per cent of pupils achieved the expected level in English, an increase of 2 percentage points, and 74 per cent of pupils achieved the expected level in Maths, a 1 percentage point increase. At age 14 (Key Stage 3) there was a 2 percentage point increase in the number of pupils achieving level 5 in maths, and over 50 per cent reached level 6 in maths: but there was a 2 percentage point fall in the number of pupils achieving level 5 in science.
Source: National Curriculum Assessments of 7 year olds in England, 2004 (Provisional), Statistical First Release 29/2004, Department for Education and Skills (0870 000 2288) | National Curriculum Assessments of 11 year olds in England, 2004 (Provisional), Statistical First Release 30/2004, Department for Education and Skills | National Curriculum Assessments of 14 year olds in England, 2004 (Provisional), Statistical First Release 31/2004, Department for Education and Skills
Links: SFR 29 (pdf) | SFR 30 (pdf) | SFR 31 (pdf) | DfES press release | SHA press release | Guardian report
Date: 2004-Aug
The Welsh Assembly Government announced (following a review) that key stage 2 (age 11) and 3 (age 14) tests would both be non-statutory in Wales from 2005-06.
Source: Press release 13 July 2004, Welsh Assembly Government (029 2082 5111)
Links: WAG press release | Daugherty report | Guardian report
Date: 2004-Jul
A report provided data on variation in pupil progress in England in 2003. Variation was examined between schools and within schools; over time; at subject level; by pupil and school characteristics; and after allowing for contextual factors.
Source: Variation in Pupil Progress 2003, Statistical Bulletin 02-04, Department for Education and Skills, TSO (0870 600 5522)
Links: Bulletin (pdf) | Links to annexes
Date: 2004-Jul
The schools inspectorate said that, despite making a satisfactory start, schools needed to do more to increase and improve the vocational activities and experiences of pupils taking the new General Certificate of Secondary Education in vocational subjects.
Source: Developing New Vocational Pathways: Final report on the introduction of new GCSEs, HMI 2051, Office for Standards in Education (07002 637833)
Links: Report (pdf) | OFSTED press release | AOC press release | Guardian report | Children Now report
Date: 2004-Jul
A report said that teachers and local education authority staff felt the key stage 3 strategy (ages 11-14) was improving teaching and learning: but that continued support from quality consultants was crucial to its future success in schools.
Source: Sarah Knight, Rhona McEune, Kerensa White and Adrian Woodthorpe, The Key Stage 3 National Strategy: LEA and school perceptions, National Foundation for Educational Research (01753 747281)
Links: Summary
Date: 2004-Jul
Final statistics were published on national curriculum assessments of children aged 7 and 11 in England in 2003. At age 11, 75 per cent of pupils reached level 4 or above in key stage 2 in English, and 73 per cent reached level 4 or above in mathematics - compared to targets of 85 per cent by 2006.
Source: National Curriculum Assessments of 7 and 11 year olds in England 2003 (Final), Statistical First Release 21/2004, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf)
Date: 2004-Jun
An article used two national longitudinal studies to investigate changing trends in the educational attainment of children over time. In both cohorts, the main source of variation in achievement was due to differences in social background; differences between regions and local education authorities were found to be negligible.
Source: Rosie McNiece, Penelope Bidgood and Peter Soan, 'An investigation into using national longitudinal studies to examine trends in educational attainment and development', Educational Research, Volume 46 Number 2
Links: Abstract
Date: 2004-Jun
A report evaluated the effectiveness of the key stage 3 national strategy. The strategy was well received by the local education authorities and schools. LEAs were using the strategy to support and challenge schools, and improve the quality of teaching and learning. For schools, it was an important component of the school development plan. (Launched in 2001, the strategy aimed to transform the achievements' of children aged 11-14: it supports five curricular strands, whole-school programmes, and programmes to improve pupils behaviour and attendance.)
Source: Sarah Knight, Rhona McEune, Kerensa White and Adrian Woodthorpe, The Key Stage 3 National Strategy: LEA and school perceptions, National Foundation for Educational Research (01753 747281)
Links: Summary
Date: 2004-Jun
Final statistics were published on both GCE/VCE A/AS examination results for young people in England in 2002-03, and on GCSE/GNVQ results and key stage 3 to GCSE/GNVQ value added measures. (KS = Key Stage; GCSE = General Certificate of Secondary Education; GNVQ = General National Vocational Qualification; A = Advanced; AS = Advanced Subsidiary)
Source: GCE/VCE A/AS Examination Results for Young People in England 2002/2003 (Final), Statistical First Release 24/2004, Department for Education and Skills (0870 000 2288) | GCSE/GNVQ Results and Key Stage 3 to GCSE/GNVQ Value Added Measures for Young People in England, 2002/2003 (Final), Statistical First Release 23/2004, Department for Education and Skills
Links: SFR 24 (pdf) | SFR 23 (pdf)
Date: 2004-Jun
A review group report recommended that current tests and testing arrangements for children aged 11-14 should be phased out by 2007-08. At age 11, there would be a set of 'skills tests' to focus on literacy, numeracy and problem solving. At age 14, assessment of all subjects would be by teacher assessment only. But a teaching union said that the previous removal of national tests for children aged 7 in Wales had resulted in more tests and more teacher assessment.
Source: Daugherty Review Group, Learning Pathways through Statutory Assessment: Key stages 2 and 3, Welsh Assembly Government (029 2082 5111) | Press release 17 May 2004, National Association of Schoolmasters/Union of Women Teachers (0121 453 6150)
Links: Report | WAG press release | NASUWT press release | NUT press release
Date: 2004-May
A report aimed to identify, measure and evaluate best practice in citizenship education developed in schools. It suggested that successful implementation required a 'holistic' and coherent approach, based around three interrelated components: citizenship education in the curriculum, in the school as a community, and in partnership with the wider community.
Source: David Kerr, Eleanor Ireland, Joana Lopes and Rachel Craig with Elizabeth Cleaver, Citizenship Education Longitudinal Study: Second annual report - First longitudinal survey - Making citizenship education real, Research Report 531, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Brief (pdf)
Date: 2004-May
The school curriculum authority (for England) said that the 'Curriculum 2000' changes were becoming embedded, in that teachers appeared to have a better understanding of the standard of the AS curriculum. Greater curriculum coherence had been encouraged by the KS3 strategy (up to age 11). The authority also issued a series of monitoring reports on standards at GCSE and GCE levels, which is said showed that standards were consistent and had been held high for many years. (KS = Key Stage; GCSE = General Certificate of Secondary Education; GCE = General Certificate of Education; AS = Advanced Subsidiary)
Source: Annual Curriculum Report 2002 3, Qualifications and Curriculum Authority (020 7509 5555)
Links: Report (pdf) | QCA press release
Date: 2004-Apr
The curriculum authority said that (following consultation) the Vocational Certificate of Education was to be restructured along the lines of the General Certificate of Education. The new qualifications would have an AS/A2 structure comparable to existing GCEs. They would no longer be known as vocational A levels but will be called A levels. The revised qualifications would be introduced for first teaching from September 2005.
Source: Press release 29 March 2004, Qualifications and Curriculum Authority (020 7509 5555)
Links: QCA press release
Date: 2004-Mar
The schools inspectorate said that the Advanced Vocational Certificate of Education (vocational A levels) was not well designed. It was neither seriously vocational, nor consistently advanced. Its aims were not clearly understood by many teachers and students. It was not a popular qualification with learners, and was doing little to achieve the government's educational objectives.
Source: Vocational A Levels: The first two years, HMI 2146, Office for Standards in Education (07002 637833)
Links: Report (pdf) | OFSTED press release
Date: 2004-Mar
A literature review found that homework could cause friction between parents and children, especially in middle-class families where concerns about a child's future could lead to a climate of pressure to succeed.
Source: Susan Hallam, Homework: The evidence, Bedford Way Paper 21, Institute of Education/University of London (020 7612 6050)
Links: IOE press release | Guardian report
Date: 2004-Feb
Three teaching unions issued a joint statement calling for a 'fundamental review' of national curriculum testing. It highlighted the negative consequences' of a national education system that was dependent on the results of a 'narrow and limited range of tests .
Source: Reclaiming Assessment for Teaching and Learning, Association of Teachers and Lecturers (020 7930 6441), National Union of Teachers, and Professional Association of Teachers
Links: ATL press release
Date: 2004-Feb
A think-tank report said that, as well as teaching children about different belief systems (including the major faiths, atheism, agnosticism and humanism), religious education in schools should also develop their ability to debate ethical dilemmas. The Catholic Church expressed its opposition.
Source: What is Religious Education For?: Getting the national framework right, Institute for Public Policy Research (020 7470 6100) | Press release 19 February 2004, Catholic Church in England & Wales (020 7901 4875)
Links: Report (pdf) | IPPR seminar paper (pdf) | Catholic Church press release | Guardian report
Date: 2004-Feb
The interim report of an official working group (led by Mike Tomlinson) outlined proposals for a long-term reform of the curriculum and qualifications for children and young people aged 14-19, and the development of a unified framework of learning programmes and diplomas covering all 14-19 learners in England. GCSEs and AS and A levels would be absorbed (over a period of up to 10 years) within a new four-tier diploma. (GCSE = General Certificate of Secondary Education; A = Advanced; AS = Advanced Subsidiary)
Source: Working Group on 14-19 Reform, 14-19 Curriculum and Qualifications Reform, Department for Education and Skills (0845 602 2260)
Links: Report (pdf) | Summary (pdf) | Working Group press release (Word file) | DfES press release | NASUWT press release | QCA press release | LGA press release | LSC press release | Guardian report
Date: 2004-Feb
Data were published showing how pupils in England performed in 2002 and 2003 in all key stage tests and GCSEs, broken down by ethnicity, gender, English as an additional language, special educational needs and free school meals. Pupils from every ethnic group had improved in their GCSE/GNVQ results, with the biggest improvements among non-white groups. (GCSE = General Certificate of Secondary Education; GNVQ = General National Vocational Qualification)
Source: National Curriculum Assessment and GCSE/GNVQ Attainment by Pupil Characteristics, in England, 2002 (Final) and 2003 (Provisional), Statistical First Release 04/2004, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf) | DfES press release
Date: 2004-Feb
An article said that the primary school 'literacy hour' had significantly improved pupils' later achievement in English at GCSE, and also helped boys to close the performance gap between them and girls. (GCSE = General Certificate of Secondary Education)
Source: Stephen Machin and Sandra McNally, 'Large benefits, low cost: Is the government s National Literacy Strategy effective?', Centrepiece, Spring 2004, Centre for Economic Performance/London School of Economics (020 7955 7673)
Links: Article (pdf) | Guardian report
Date: 2004-Feb
The heads of independent schools set out an agreed statement on the future of the secondary school curriculum. They said that GCSE (General Certificate of Secondary Education) levels should be retained, but with the removal of coursework in many subjects; and that AS (Advanced Subsidiary) levels should continue, but possibly reduced in content.
Source: 13 Plus: Joint Policy Statement on the Post-13 Curriculum and Examinations, Independent Schools Association (01799 523619), Girls Schools Association, Headmasters and Headmistresses Conference, and Society of Headmasters and Headmistresses of Independent Schools
Links: Statement (pdf) | Isis press release | Guardian report
Date: 2004-Jan
Revised data were published on the GCE/VCE A/AS examination results in England for 2002-03. For students aged 16-18 in schools and colleges, the average GCE/VCE A/AS point score per entry was 77.3 (revised from 76.9) in 2002-03, compared to 76.0 in 2001-02. 89.6 per cent of A level candidates achieved 2 or more GCE/VCE A level (or equivalent) passes, compared to 88.9 per cent in 2001-02. (GCE = General Certificate of Education; VCE = Vocational Certificate of Education; A = Advanced; AS = Advanced Subsidiary.)
Source: GCE/VCE A/AS Examination Results for Young People in England 2002/2003 (Revised), Statistical First Release 01/2004, Department for Education and Skills (web only)
Links: SFR (pdf)
Date: 2004-Jan
Employers urged the government not to endorse proposals (by an official working group) to replace A-levels and GCSEs, saying it would be a 'damaging distraction' from what should be the real priorities for education. (GCSE = General Certificate of Secondary Education; A = Advanced)
Source: Response to Proposals for Reform of 14-19 Qualifications and the Introduction of a Diplomas Framework, Confederation of British Industry (020 7395 8247)
Links: Response (pdf) | CBI press release
Date: 2004-Jan
The interim report of an independent review group in Wales said that statutory teacher assessments in the core subjects at the end of key stage 2 should be retained in broadly their existing form, but that statutory testing at key stage 3 should be phased out.
Source: Daugherty Assessment Review Group, Learning Pathways through Statutory Assessment: Key stages 2 and 3 - Interim report, Welsh Assembly Government (029 2082 5111)
Links: Report (pdf) | WAG press release
Date: 2004-Jan
A volume of essays attempted to set out a 14-19 curriculum with both the capacity to entice more students and the capacity to endure. It addressed two fundamental questions: whether it was time to abandon the A-Level and replace it with one or another form of baccalaureat qualification; and whether there was a need for a unified structure of qualifications. It also considered whether the split between academic and non-academic subjects was part of the problem or part of the solution.
Source: Conor Ryan (ed.), Bac or Basics: Challenges for the 14-19 curriculum, Social Market Foundation (020 7222 7060)
Links: Summary
Date: 2004-Jan
A report said that mandatory tests, designed to measure progress towards government literacy targets, might be counter-productive to the early identification of children who most needed help with reading.
Source: Morag Stuart and Rhona Stainthorp, The Assessment of Reading: A theoretically motivated review of currently available tests, Institute of Education/University of London (020 7612 6050)
Links: IOE press release
Date: 2004-Jan
Five or more GCSEs at grades A*-C (or GNVQ equivalent) had been achieved by 52.9 per cent of pupils in England aged 15 by the end of the 2002-03 school year, an increase of 1.3 points over the previous year. The government highlighted data showing that specialist schools were outperforming non-specialist schools, and that schools facing 'challenging circumstances' were improving at double the national rate. (GCSE = General Certificate of Secondary Education: GNVQ = General National Vocational Qualification).
Source: GCSE/GNVQ Examination Results and Key Stage 3 to GCSE/GNVQ Value Added Measures for Young People in England, 2002/2003 (Revised), Statistical First Release 02/2004, Department for Education and Skills (web only) | Press release 15 January 2004, Department for Education and Skills (0870 000 2288)
Links: SFR (pdf) | DfES press release
Date: 2004-Jan
The Northern Ireland Executive accepted in full the recommendation of a review of post-primary education. A new 'entitlement framework' would give every pupil access to a minimum number and range of courses (including for the first time, a choice of vocational courses), regardless of the school they attended or where they lived. It was also confirmed that academic selection would cease to determine transfer between primary and secondary schools, with the last tests being taken in autumn 2008.
Source: Post-Primary Review Working Group, Future Post-primary Arrangements in Northern Ireland, ('Costello report'), Northern Ireland Executive (028 9052 0500) | House of Commons Hansard, Written Ministerial Statement 26 January 2004, columns 2-3WS, TSO (0870 600 5522)
Links: Report (pdf) | Report (pdf links) | Summary (pdf) | Hansard | NIE press release
Date: 2004-Jan
