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

3. Percentages of pupils achieving Level 4 or above and Level 5 in Key Stage 2 tests by gender in 2005-2007. Percentage of pupils at Level 4 or above BoysGirls 200520062007200520062007 English Test7475768485 Mathematics Test76777875 76 Science Test86 87 88 Percentage of pupils at Level 5 or above BoysGirls 200520062007200520062007 English Test2126283339 Mathematics Test333635283130 Science Test484546

4. GCSE attempts and achievements 1 in selected subjects of pupils at the end of Key Stage 4 2 in schools (percentages) Years : 2006/07 3 (Provisional) Coverage : England Achieved grades A*-C BoysGirlsTotal Any Subject758378 English536860 Mathematics535655 Any Science505251

5. Gender-gap in literacy Boys Girls Gap KS1 Writing75% 86% 11% KS2 English76% 85% 9% KS3 English 68% 81%13% GCSE English 53% 68% 15% DCSF Gateway: Statistics for 2007

6. Gender, literacy and FSM at Key Stage 2  Girls – non FSM88%  Boys - non FSM80%  Girls – FSM69%  Boys - FSM56% Statistics for 2007

7. Gender Gap: KS2 English 2007 Boys % Girls % Non FSM – Gap % White British8088 8 Pakistani70799 Black African748410 FSM - Gap White British556813 Pakistani607212 Black African5867 9

8. English language pass rates – GCE/GCSE grades A-C GirlsBoys 19766556 20066955

9. ‘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

10. 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.

11. 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

12. 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

13. 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.