Transcript How can primary pupils’ reading motivation and

The Key Stage 3 dip: myth
or reality?
Exploring the ‘Key Stage 3 dip’
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This UK study investigated whether there is empirical
evidence to support the widely held notion of a 'Key
Stage 3 dip' in pupils’ attainment in England
It used a representative sample of pupils' National
Curriculum and QCA Optional Tests results in English
and maths, tracking their progress between Year 6 and
Year 9
Key finding about Years 7 and 8 ‘dips’
In Year 7, a small minority of pupils dipped by a
National Curriculum Level or more in English
(5%) or maths (2%)
 In Year 8, a larger minority dipped in English
(11%) and in maths (6%)
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Dips within levels in Year 8
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In Year 8, sub-levels are available and showed
a substantially increased proportion of pupils
dipping in English (21%) and maths (10%).
Dips in Year 9
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In Year 9, a similar
proportion of pupils
dipped in English (9%) as
in Year 8 and similar
proportion in maths (3%)
as in Year 7.
Dip across subjects
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In Year 7 and Year 8, pupils who dipped
tended to do so in either English or maths but
not in both subjects.
The role of other factors
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Pupils were more
likely to dip in Year 7
or Year 8 if they:
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are Black or Asian
have special
educational needs
have a lower socioeconomic status
Dips in middle schools
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Pupils in middle schools were less likely to dip in
Year 7 or Year 8 than pupils in secondary
schools, suggesting transition may be a factor
Recovery from dips
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Pupils who dipped in
Year 7 usually
recovered in Year 8.
Pupils who dipped in
Year 8 tended to recover
in Year 9 and had
generally made good
progress in Year 7.
How was the information gathered?
The researcher analysed
pupils’ National Curriculum
and QCA Optional Tests
results in English and
Maths
 Pupils’ progress was
tracked between Year 6 in
2002 and Year 9 in 2005
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How might teachers use this evidence?
Pupils were more likely to dip if they were Black
or Asian, have special educational needs, or
from a lower socio-economic background
 Does your tracking data paint a similar picture?
If so in what ways could you investigate the
reasons? Would it be feasible to hold group
discussions with students who have dipped to
explore their experience of transition?
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How might school leaders use this
evidence?
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The slight dip in Year 7
became greater in Year 8
and continued into Year 9
It might be valuable to
review with staff the KS3
and in particular the Y8
curriculum to identify further
opportunities for challenge
and engagement
Follow-up reading
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Study reference:
The Key Stage 3 dip: myth or reality?
Briefing paper on the dissertation for Master of
Research at King's College London by David
Pepper, QCA International Unit, August 2007
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