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08/09/2005
Record results for national curriculum tests
The Key Stage 3 tests have produced their “best ever” results this year, the latest government statistics have revealed.
The figures revealed that there were increases in success rates in the core subjects – English, maths, science and ICT – with English recording its biggest rise since 1998.
The results showed that 74% of 14-year-olds had reached the expected level for their age in English and maths, 70% in science and 69% in ICT.
Schools Minister Jacqui Smith said that the results reflected improvements in teaching and learning supported by the Key Stage 3 National Strategy, which was introduced in 2001.
Ms Smith said that the targeting of additional resources to areas of long-term low attainment and schools in the most disadvantaged inner city areas had also yielded great results. Salford, Oldham, Tower Hamlets and Hackney made the biggest combined increases in English, maths and science over the last three years.
Ms Smith said: "These results are a testament to the hard work of pupils and the professionalism of teachers. They show that real movement is being made in our ambitions for secondary schools on getting the basics right in the core subjects.”
Dr John Dunford, General Secretary of the Secondary Heads Association, welcomed the results. He said: “The improvement in the teacher recruitment situation has had a positive effect on the results of 14 year-olds. When the teacher shortage was at its worst, unqualified teachers were allocated most often to lessons for 11 to 14 years-olds and so this age group was hit disproportionately hard.”
However, Dr Dunford said that pupils still faced too many exams during their time at school and called for reforms to the testing regime. He said: “Today’s improvement in results does not alter the SHA view that children face too many external examinations during their school careers. Assessment of 14 year-olds should be carried out by teachers against national standards. The SHA proposals for chartered examiners offer a sensible, rigorous way in which national standards can be maintained through in-course assessment by teachers.”
(KMcA/SP)
The figures revealed that there were increases in success rates in the core subjects – English, maths, science and ICT – with English recording its biggest rise since 1998.
The results showed that 74% of 14-year-olds had reached the expected level for their age in English and maths, 70% in science and 69% in ICT.
Schools Minister Jacqui Smith said that the results reflected improvements in teaching and learning supported by the Key Stage 3 National Strategy, which was introduced in 2001.
Ms Smith said that the targeting of additional resources to areas of long-term low attainment and schools in the most disadvantaged inner city areas had also yielded great results. Salford, Oldham, Tower Hamlets and Hackney made the biggest combined increases in English, maths and science over the last three years.
Ms Smith said: "These results are a testament to the hard work of pupils and the professionalism of teachers. They show that real movement is being made in our ambitions for secondary schools on getting the basics right in the core subjects.”
Dr John Dunford, General Secretary of the Secondary Heads Association, welcomed the results. He said: “The improvement in the teacher recruitment situation has had a positive effect on the results of 14 year-olds. When the teacher shortage was at its worst, unqualified teachers were allocated most often to lessons for 11 to 14 years-olds and so this age group was hit disproportionately hard.”
However, Dr Dunford said that pupils still faced too many exams during their time at school and called for reforms to the testing regime. He said: “Today’s improvement in results does not alter the SHA view that children face too many external examinations during their school careers. Assessment of 14 year-olds should be carried out by teachers against national standards. The SHA proposals for chartered examiners offer a sensible, rigorous way in which national standards can be maintained through in-course assessment by teachers.”
(KMcA/SP)
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