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Gender and Achievement

Gender and Achievement. Professor Becky Francis and Professor Christine Skelton DSCF 8 th April 2008. Percentages of pupils achieving Level 4 or above and Level 5 in Key Stage 2 tests by gender in 2005-2007.

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Gender and Achievement

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  1. Gender and Achievement Professor Becky Francis and Professor Christine Skelton DSCF 8th April 2008

  2. Percentages of pupils achieving Level 4 or above and Level 5 in Key Stage 2 tests by gender in 2005-2007.

  3. GCSE attempts and achievements1 in selected subjects of pupils at the end of Key Stage 42 in schools (percentages)Years : 2006/073 (Provisional)Coverage : England

  4. Gender-gap in literacy Boys Girls Gap KS1 Writing 75% 86% 11% KS2 English 76% 85% 9% KS3 English 68% 81% 13% GCSE English 53% 68% 15% DCSF Gateway: Statistics for 2007

  5. Gender, literacy and FSM at Key Stage 2 • Girls – non FSM 88% • Boys - non FSM 80% • Girls – FSM 69% • Boys - FSM 56% Statistics for 2007

  6. Gender Gap: KS2 English2007

  7. English language pass rates – GCE/GCSE grades A-C GirlsBoys 1976 65 56 2006 69 55

  8. ‘Recommended’ Strategies used to address the gender gap • Single-sex classes • Girls as an organisational/pedagogic resource • Increasing numbers of male teachers/mentors. • ‘Boy-friendly’ materials • Concept of / teaching to ‘gendered learning styles’ • Excellent teaching practices

  9. What does work? It is in schools where gender constructions are less accentuated that boys tend to do better – and strategies that work to reduce constructions of gender difference that are most effective in facilitating boys’ achievement.

  10. Strategies to help deconstruct gender constructions in school • A whole-school approach: • tackling stereotypical constructions of masculinity and femininity • expectations of high achievement for both girls and boys • Instigating classroom discussion and thinking about gender constructions, their manifestations, and implications • Using a wide variety of approaches to literacy – inclusing using literacy as a vehicle for deconstructing stereotypes

  11. Recommendations for practice • Re-education: practitioner reflection/INSET to halt practice that exacerbates gender difference • Application of strategies to encourage children to reflect on and deconstruct gender positions

  12. Recommendations for policy • Increased focus on gender in ITE • DCSF messages are clear and consistent • DCSF direct resources at the creation and evaluation of a) training packages for teachers b) curriculum materials that build on the ‘what works’ ideas presented.

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