Key stage 3 is dominated by preparation for GCSE exams, with a narrow focus sometimes affecting funding and resources for years 7 to 9, a report has warned. The new report was commissioned by the International Baccalaureate with research by PF Global. It called on the government, schools and trusts to decide what the purpose of KS3 is and use that to make decisions. Last year’s curriculum and assessment review called for schools to prioritise a broader curriculum during KS3. It also raised concerns about it narrowing towards GCSE content too early. The study found 57 per cent of teachers surveyed said preparation for GCSE exams was a major factor affecting the KS3 curriculum. Asked what should be changed, 57 per cent of teachers said they wanted to keep GCSE preparation central while giving KS3 a clearer identity of its own. But 26 per cent wanted to place a greater emphasis on skills, character and wider development, and 14 per cent wanted a distinct curriculum with aims separate to GCSE preparation. Only 2 per cent thought the current approach was satisfactory. More than half (51 per cent) wanted to include more lessons that develop practical skills, but are struggling to find the time and resources. Only 19 per cent of teachers said they had “a great deal” of freedom over how they taught KS3, while 32 per cent said they had “not very much” or “none or almost none”. KS3 assessments unpopular The government announced last year it would introduce a statutory year 8 reading test. It will also expect schools to assess pupils’ progress in writing and maths in year 8. But today’s report found only 28 per cent of teachers supported more formal external assessment in KS3. Almost half (48 per cent) supported a different approach to assessment as long as it remained low stakes and didn’t add to exam pressure, while 22 per cent said there should be no formal assessment in KS3 at all. However, 37 per cent of teachers said the absence of formal external assessment meant KS3 received less attention and resource in their school. Compared to exam years, 40 per cent of teachers said KS3 received less leadership time and attention, while 19 per cent said it received more. And 30 per cent said it received less funding and resources, compared to 17 per cent who said it received more. More than half of teachers (53 per cent) said teaching KS4 was considered more desirable than teaching KS3. Proper attention needed Ed Dorrell, Partner at PF Global, which undertook the research for the IB, said: “Key stage 3 is too often treated as a dumping ground for early GCSE preparation. “Some pupils are already deciding that subjects they won’t take at GCSE aren’t worth their effort, years before they sit those exams. “More than a decade on from Ofsted’s Wasted Years report looking at the challenges around KS3, it feels like too little has changed. Whether pupils feel confident enough to contribute, can get help when they need it and see value in their lessons deserves serious attention.” Olli-Pekka Heinonen, director general at the International Baccalaureate Organisation, said schools “need a shared understanding of what a good key stage 3 education should offer every child, backed by the time and support to deliver it. “That means giving these years proper attention in their own right, with lessons that build knowledge, encourage curiosity and help pupils grow in confidence.” As part of the report, 2,090 pupils, 810 teachers and teaching assistants, and 743 parents with experience of key stage 3 were polled between May and September this year. There were also 12 focus groups with pupils, parents and school staff, and six interviews involving members of the early secondary advisory group.