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Hertfordshire Curriculum Analysis Project
The Hertfordshire Curriculum Analysis project is aimed at helping schools find out about the curriculum structures in other schools. We collect data on an annual basis and have data from 2010 onwards available.
This year’s project analysed the amount of time Hertfordshire Secondary and Middle schools dedicate to each subject within the curriculum as well as other curriculum structures. Each school was asked to provide information about their timetable which has now been collated and analysed.
We now have data for 2014-15 from 57 Hertfordshire schools (72%). The data has been collated and we are ready to publish our findings in a summary report which will be available for £50.00. To place an order, please contact our Timetabling adviser, Jim Borcherds at Herts for Learning (SITSS) on 01438 844777 or email@example.com
It is important that we provide data that schools are interested in, so if you have any particular areas of interest please contact Jim who will look at incorporating them into our findings. A consultancy service is also available to help you to make the best decisions about the curriculum structures for your school.
Data that will be available:
If you are not sure if your school has submitted data please contact Jim Borcherds at email: firstname.lastname@example.org
Some questions you may have;
How long are lessons in other schools?
Out of the 49 schools analysed in 2011-12, 37 (76%) had one hour lessons and 5 (10%) had 50 minute lessons.
How many schools operate a two week timetable cycle?
In 2011-12, of the 49 schools analysed 35 (71%) had a 2 week timetable cycle and 14 (29%) had a one week timetable cycle.
How many hours of English teaching do students have each week?
We have analysed the percentage of time given to each subject as well as lesson length in each school. In 2011-12 we analysed the data from 47 schools with a year 7; 6 schools had 10% of curriculum time for English, 14 had 12%, 7 had 14% and 11 had 16%. For maths the figures were; 6 at 10%, 25 at 12%, 3 at 14% and 5 at 16%. This gave an average of 13.2% of curriculum time for English in Year 7 and 12.6% for maths.
What effect has the EBacc had on the number of MFL classes in Key Stage 4?
We have looked at what the effect of the EBacc has had on Languages provision, so we are looking at how many languages students study at Key Stage 3 and how many classes are scheduled at Key Stage 4. In 2011-12 there were 211 MFL classes in Year 11 in the schools we analysed and 255 in year 10, showing an increase of 44 classes across 45 schools after the EBacc was announced.
Do other schools set students in maths across the whole year?
We have analysed how students are grouped for subjects, looking at English, Maths and Science across Key Stage 3 and 4 and Modern Languages and Humanities in Key Stage 3. For example in 22 out of 46 schools analysed the English department has full control over their groups in year 11 as all students have English lessons at the same time. For maths the figure is 31 out of 46.
How many hours per week do other schools teach at AS level?
The data in 2011-12 showed a variation from 7 hours per fortnight (1 school) to 10 hours per fortnight (13 schools) per AS or A2.
How many Option blocks do other schools have?
At Post 16 in 2011-2, 14 schools had 4 option blocks, 25 schools had 5 and 5 schools had 6. At Key stage 4, 10 schools had 5 Option Blocks, 28 schools had 4 and 7 schools had 3.
Which subjects do schools target resources at to reduce class size?
We have looked at where schools are putting extra teaching resources by looking at the number of classes for each subject compared to other subjects in the curriculum. As expected Design and Technology is the subject in which most schools have smaller class sizes and over half of the schools analysed also having small class sizes in PE. In Year 8 for the 47 schools analysed in 2011-12, 13 had smaller class sizes in English, 21 in maths, 13 in Science and 24 in MFL.
If you would like to know more about this work or to get involved please contact: