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Dissertations / Theses on the topic 'For National Curriculum Key Stage 3'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Myhill, Debra Ann. "Self-assessment in English at key stage 3." Thesis, University of Exeter, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261204.

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2

Dowgill, Paul. "Pupils' conceptions of learning geography under the National Curriculum." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10019117/.

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Conceptions of geography and learning geography have been studied through recording the experiences of a group of secondary school pupils over a threeyear period. This group formed part of the first cohort to experience Key Stage 3 Geography in the National Curriculum. The study is set within the context of Geography in the National Curriculum and the formulation and issues arising from this are discussed. A review of recent research in geographical education is presented to indicate how this study adds to current thought and practice. The study sought evidence to answer two specific questions

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3

Rinne, P. "An investigation of drawing across the National Curriculum at Key Stage 3." Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301327.

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4

Collins, Susan Beckford. "Science in the National Curriculum from Key Stage 2 to Key Stage 3 : process, procedure and practice to counter disjunction in pupils' learning." Thesis, London South Bank University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310055.

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The question considered in this thesis is the extent to which the National Curriculum for science education achieved, in the first five years, one of the stated aims; 'to help children's progression ... and help secure continuity and coherence' (DESIWO, 1987b) during their transition from the primary to the secondary phase of education The issues which contributed to the disjunction in pupils' learning in science at the primary-secondary interface prior to the implementation of the National Curriculum are identified through a review of developments in science education, with an emphasis on the

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5

Davies, Sandra Daredri. "Becoming and being 'people like us' a study of students who experience difficulties with literacy in National Curriculum History at Key stage 3." Thesis, Open University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489899.

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My study considers a group of students who experience difficulties with literacy and investigates the factors, at the levels of the social order, the arena of school and the settings within it, which either fostered or hindered their participation and therefore their learning in the history classroom at Key Stage 3.

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6

Yarker, Patrick Stephen. "Teachers, testing, tensions and compliance : how do teachers of English at Key Stage 3 experience the requirement to prepare their students for National Curriculum testing?" Thesis, University of East Anglia, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514294.

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7

Brentnall, Jonathan Mark. "Characterising the language demands of the Key Stage 3 National Curriculum for Wales (2000) : towards a 'functional approach' to planning English as an additional language development." Thesis, Aberystwyth University, 2010. http://hdl.handle.net/2160/e3cc6243-57f6-4d4b-a8b6-048fc6f38dfb.

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This thesis presents the first extensive study carried out in the Welsh education policy context to adopt a Hallidayan „functional‟ approach to identifying curriculum language demands and planning English as an additional language development within the National Curriculum (NC) in Wales at Key Stage 3 (KS3). The study is located within the field of English as an Additional Language (EAL), specifically within the sub-field which examines the relationship between „language and content‟. The thesis characterises the language demands of the KS3 curriculum by working from an overview of subject dis

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8

Bardill, Andrew. "The development of intelligent hypermedia courseware, for design and technology in the English National Curriculum at Key Stage 3, by the sequential combination of cognition clusters, supported by system intelligence, derived from a dynamic user model." Thesis, Middlesex University, 2003. http://eprints.mdx.ac.uk/13612/.

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The purpose of this research was to develop an alternative to traditional textbooks for the teaching of electronics, within Design and Technology at Key Stage 3, in the English National Curriculum. The proposed alternative of intelligent hypermedia courseware was investigated in terms of its potential to support pupil procedural autonomy in task directed, goal oriented, design projects. Three principal design criteria were applied to the development of this courseware: the situation in which it is to be used; the task that it is to support; and the pedagogy that it will reflect and support. Th

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9

Rowe, Hayley. "Key Stage 2 children's view of testing." Thesis, University of Warwick, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297994.

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10

Costley, Carol. "Women, music & culture : equality issues in music education at Key Stage Three." Thesis, University of Surrey, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260254.

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11

Moore, Alison. "Enriching the curriculum at Key Stage 3 in art and design : a case study." Thesis, Ulster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423451.

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12

Gibson, K. S. "Teachers' perceptions of technology and design within the Northern Ireland curriculum at Key Stage 3." Thesis, Queen's University Belfast, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419554.

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13

Davies, Anne Beryl. "A framework for teaching and learning in art : with special reference to National Curriculum Key Stage One." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10006580/.

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The research started from the assumption that the point of including art in education is to develop children's understanding of this subject. Its purpose is to consider certain theoretical and practical contexts through which this aim might be helped or hindered. The thesis examines the proposition that in order for young children to begin to understand and develop their work in art it Is necessary for their teacher to be able to put them in touch with the basic structure (formal elements, materials and processes) of the subject. How this might be achieved in practice is analysed in a report o

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14

Costley, Debra Margaret. "An evaluation of the impact of the National Curriculum on the whole curriculum for pupils with moderate learning difficulties at Key Stage Four." Thesis, University of Warwick, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287058.

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15

Williams, Mary Elizabeth. "A study which explores the impact of the english national curriculum (1990) on the work of teachers at key stage 2." Thesis, Brunel University, 1998. http://bura.brunel.ac.uk/handle/2438/4381.

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This thesis is a report of a longitudinal study which explores the impact of the English National Curriculum (1990) on the work of teachers at Key Stage 2. It is based on teachers' experiences viewed in relation to a theoretical template of questions. The questions - refined during a process of iteration throughout the research - provided a conceptual framework which kept it focused and manageable. Data - obtained from interviews, document study and observation - derived from five cases were subjected to qualitative analysis which involved progressive reflection, the use of matrices to sort an

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16

Peiser, Gillian. "The significance of intercultural understanding in modern foreign languages Key Stage 3 curriculum : the perspectives of policy makers, teachers and pupils." Thesis, Liverpool John Moores University, 2012. http://researchonline.ljmu.ac.uk/6160/.

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This study focuses on the significance of Intercultural Understanding (IU) in the Key Stage 3 Modem Foreign Languages (MFL) curriculum. It investigates the perspectives of the three key stakeholders: policy makers, teachers and pupils. The research is situated against the backdrop of the 2008 National Curriculum revision which placed a new emphasis on Intercultural Understanding in MFL. At the macro level, it examines the drivers for this curriculum change and the extent to which the new terminology for the cultural dimension (which was previously called "cultural awareness") overlaps with the

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17

Lee, Kin-sum, and 李健深. "Teacher's and students' conceptions of mathematics: a case study of the classroom implementation of three-dimensional geometry in the new key stage 3 curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27707647.

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18

Johnson, Claire. "'I liked it, but it made you think too much' : a case study of computer game authoring in the Key Stage 3 ICT curriculum." Thesis, University of East Anglia, 2014. https://ueaeprints.uea.ac.uk/53381/.

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The importance of giving pupils opportunities to become producers of digital media is well documented in the literature (see Harel, 1991; Papert, 1993; Kafai, 1995; Harel Caperton, 2010; Luckin et al., 2012; Nesta, 2012; Sefton-Green, 2013), however there has been little research in this area in the context of the UK Key Stage 3 ICT curriculum. The purpose of this study is to achieve an understanding of how authoring computer games in a mainstream secondary setting can support the learning of basic game design and programming concepts. The research explores pupils’ experiences of the process t

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19

Manning, Russell. "An investigation into the emphasis on 'British national identity', 'patriotism' and 'fundamental British values' through secondary school history with a particular focus on Key Stage Three : the views of history PGDipEd secondary trainees." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5995/.

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This thesis explores the views of History Post Graduate Students on the relationship between the study of history, with an emphasis at key stage three (KS3; Appendix A), and its possible role in developing perceptions of ‘British National Identity’ (BNI), ‘Patriotism’ and ‘Fundamental British Values’ (FBV). Their views are influenced by the political, media and academic discourse planes. The relationship between the students and other discourse planes are analysed using the framework of Critical Discourse Analysis (CDA) and the approaches it offers; namely Discourse Historical Analysis (DHA) a

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20

Marešová, Helena. "Metody výuky počátečního čtení a psaní na základních školách v Anglii." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-340528.

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The aim of this diploma thesis is to present one of the aspekts of teaching of early reading and writing in primary schools in England. By this aspekt we mean methods that are used during teaching early reading and writing. The theoretical part of the diploma thesis familiarize the reader with the education system in England as whole, describes the National Curriculum and closely familiarize the reader with the pre-school curriculum and primary school curriculum. From both curriculums are pointed out especially those aspects which relate to teaching English language. In addition, there will be

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21

Mašek, Jaroslav. "Nové směry v oblasti využití digitálních technologií." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-312601.

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This thesis deals with teaching the digital technology within the ISCED 2 education. The theoretical part monitors the current state of teaching these technologies in the Czech Republic and two European Union states, Ireland and the United Kingdom. The practical part includes a conception of digital technology teaching, including a methodical manual for teachers and a working environment for students, verification of this conception in practice and drawing conclusions.

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