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The assessments were introduced following the introduction of a National Curriculum to schools in England and Wales under the Education Reform Act 1988.As the curriculum was gradually rolled out from 1989, statutory assessments were introduced between 1991 and 1995, with those in Key Stage 1 first, following by Key Stages 2 and 3 respectively as each cohort completed a full key stage. [2]
Key Stage 3 (commonly abbreviated as KS3) is the legal term for the three years of schooling in maintained schools in England and Wales normally known as Year 7, Year 8 and Year 9, when pupils are aged between 11 and 14. In Northern Ireland the term also refers to the first three years of secondary education.
Secondary education was split between Key Stage 3 & Key Stage 4 at age 14, to align with long-existing two-year examination courses at GCSE level. Key Stage 5 is the final Key Stage and refers to education for students beyond secondary school aged 16 to 18 participating in sixth form or college. [5]
[3] The statutory documentation for the National Curriculum presents two main aims: [3] 3.1 The national curriculum provides pupils with an introduction to the essential knowledge they require to be educated citizens. It introduces pupils to the best that has been thought and said, and helps engender an appreciation of human creativity and ...
It is notable that the curriculum for Key Stage 4 is intended by the Department for Education to examine all learning from Key Stages 1 to 4. In particular, topics listed in Key Stage 3 explicitly form part of the curriculum for Key Stage 4 [6] (such that the foundations of earlier learning are reinforced whilst building upon them). Accordingly ...
The Key Stage 1, 2 and 3 along with GCSE section covers a range of subjects. In Key Stage 1 , 17 subjects are available, including Art and Design , Computing , Design and Technology , English , Geography , History , Maths , Music , Physical Education , PSHE , Citizenship , Religious Education , Science , and Modern Foreign Languages . [ 5 ]
Dr. Wolfgang Greller and Dr. Hendrik Drachsler defined learning analytics holistically as a framework. They proposed that it is a generic design framework that can act as a useful guide for setting up analytics services in support of educational practice and learner guidance, in quality assurance, curriculum development, and in improving teacher effectiveness and efficiency.
The data analysis in Compton happens at all levels. Teachers meet weekly with their colleagues within their schools. Principals at each academic level — elementary, middle and high school ...