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Bullock (1975) (page numbers in brackets) Preliminary pages (i-xxxvi)
Part 1 Attitudes and Standards
Part 2 Language in the Early Years
Part 3 Reading
Part 4 Language in the Middle and Secondary Years
Part 5 Organisation
Part 6 Reading and Language Difficulties
Part 7 Resources
Part 8 Teacher Education and Training
Part 9 The Survey
Part 10 Sumary of Conclusions and Recommendations
Appendix A (561-576)
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The Bullock Report (1975) A language for life Report of the Committee of Enquiry appointed by the Secretary of State for Education and Science under the Chairmanship of Sir Alan Bullock FBA London: Her Majesty's Stationery Office 1975
Chapter 25 continued [page 444] 25.32 We reproduce here the questionnaire forms sent to the schools, together with the replies* we received. The questionnaire falls into six separate parts:
When the Primary and Secondary Questionnaires were despatched to the schools the School Section was addressed to the head to complete in relation to the school as a whole. The Class Sections were to be completed by the class teachers of 6 and 9 year olds, or by the English teachers in the case of 12 and 14 year olds. In the following pages each of the four class sections is preceded by the relevant Explanatory Notes which were addressed in the first instance to the head of the school, who was then requested to pass them on to the appropriate teacher. *It will be noted that some boxes contain an "X" rather than a number. This is because the nature of the question was such that an aggregate number for all the respondents would provide meaningless information. [page 445] COMMITTEE OF INQUIRY INTO READING AND THE USE OF ENGLISH PRIMARY AND MIDDLE SCHOOLS QUESTIONNAIRE Please ensure that every box or set of boxes is completed, either with a number or with a tick as appropriate. PART I SCHOOL SECTION I. General LEA ................................... LEA Number ...............
School Type (please tick one box only)
II The Teachers
[page 446] C1 Excluding the Head, how many teachers on the staff, receiving payments above Scale 1, have a special responsibility for the following (do not include teachers with only graduate or E.P.A. allowances)
III School Affiliations A Does the school or any member of staff belong to
B Have any members of the staff made use of a Teachers' Centre in connection with the teaching of English since September 1972?
[page 447 IV Audio-Visual Aids A Are any of these items used in the teaching of English? Please tick those items of which the school possesses examples that are used in the teaching of the English language and of reading.
B Which of the following are used by the school in the teaching of reading
[page 448] V Testing A Are any of the following tests used in your school
B Is it the school's policy to test children with published tests of reading
[page 449] C Are any children receiving special help in reading this term because they fell below chosen test scores?
VI Classes or Groups for Poor Readers (including classes or groups in centres away from the school). A Total number of special (or remedial) registration classes for children who are poor readers - excluding those specially for children whose first language is not English X B In some schools children are taught for part of the time in classes, groups or individually outside the registration classes.
1 Is this being done this term in your school for the teaching of reading Please tick appropriate box
2 Is the rearrangement across the whole ability range? (i.e. are the average and above average readers separated out into groups of similar attainment as well as the poor readers?)
3 Total number of 'remedial' (or withdrawal) groups this term 3,816 C If you have one or more registration classes or withdrawal groups for poor readers (as described in VI.A and VI.B)
[page 450]
(Please show each teacher once only.) The Committee of Inquiry would welcome any additional information or opinion which you feel may be of help. A space is provided below. PRIMARY AND MIDDLE SCHOOL QUESTIONNAIRE: 6 YEAR OLDS Explanatory Notes 1. The Primary and Middle School Questionnaire is in 2 parts, one to be answered for the school as a whole and headed SCHOOL SECTION, the other relating to certain classes or children within the school and headed CLASS SECTION. Several copies of the latter are enclosed so that one can be completed for each of the relevant classes. 2. The relevant classes are those that contain at least 5 children who were 6 but not 7 on 31 August 1972. If there are fewer than 5 children of the age group in a class, that class should not be included in the survey unless it contains all the children of the relevant age group in the school. 3. It is assumed that the SCHOOL SECTION will be filled in by the Head, or under his/her direct supervision. Each CLASS SECTION is to be filled in by the teacher mainly responsible for the group of children to whom it refers. If 2 or more teachers share the responsibility equally, the teacher whose name is first alphabetically should be the one chosen. It would be helpful to the class teachers if the L.E.A. and school numbers could be filled in at the beginning of the class sections before they are handed over. 4. 25 January has been chosen as the collecting date for certain information because the same figures will need to be returned in Form 7. Unfortunately [page 451] it is not possible to use the information directly from Form 7 because the Committee's survey will have to be processed before the Form 7 material, which covers all schools, can be made available. 5. It is expected that the survey will provide information about the range of teaching practices used in language work (other than a foreign language) with children of the age group. There is no supposition that the survey will say anything about quality, of which the Committee will gain evidence from visits to a smaller number of schools. Nor will the questionnaire returns from a particular school necessarily represent a full range of the work in that school. It is accepted that where a question has to be answered about an individual child the reply may not be typical even of the class. A large number of schools is included in the survey, and the replies should give a fair picture of what is happening over the country as a whole during the week of the survey. Individual returns from schools will not be quoted. 6. The information given about the school as a whole and about teachers and children will be treated confidentially. The names and telephone numbers have been asked for only in case any query should arise during the processing that requires further information. No names will be transferred to other records. 7. The questionnaire aims to discover what happens in schools. The fact that a question is asked does not imply that the Committee has already adopted a particular view about what should happen. 8. It will be found helpful to read the questionnaire throughout before answering. All questions should be answered by completing the boxes on the right-hand side of each page, entering a number or tick as appropriate. Please ignore the small numbers printed beside some of the boxes. No entries should be made in the right-hand margin. 9. If when completing the questionnaire you should have any difficulty that cannot be resolved in the school, please telephone the Department of Education and Science, Elizabeth House, York Road, London SE1 (telephone 01-928-9222) and ask for the Bullock Committee Survey (ext. 3518). 10. If the number of class sections you have received is insufficient, please ask your L.E.A. for further copies. PRIMARY AND MIDDLE SCHOOL QUESTIONNAIRE: 6 YEAR OLDS Class Section 1. Separate returns should be made for each registration class that contains at least 5 children who were 6 but not 7 on 31 August 1972. If the school as a whole contains fewer than 5 such children a return should be made for the registration class of which they are members. 2. This return should be completed by the teacher mainly responsible for the registration class to which it refers. If two or more teachers share the responsibility equally, the one present whose name is first alphabetically [page 452] should make the return, with the help of the others where necessary. Information about the teacher (e.g. courses attended) should be answered only in relation to the teacher making the return. 3. The questionnaire aims to discover what happens in schools. This may of course be less than teachers who work in disadvantageous circumstances would like to do. The fact that a question is asked does not mean that the Committee has formed a view about the practice implied. Please ensure that every box or set of boxes is completed either with a number or a tick as appropriate. PART II CLASS SECTION I General A LEA ..................... LEA Number ................... B School ................ School Number .................. C Name of Class .........................
D Number of children on the class register on 25 January 1973 X E Number of children on the class register that day who were 6 but not 7 on 31 August 1972 29,886 F How many OTHER registration classes in the school contain children of this age? X G The age range within this registration class is Please tick appropriate box
H Would you describe this class as vertically grouped? (i.e. a class deliberately chosen with an age range of at least 18 months)
[page 453] II The Teacher The questions in this section should be answered with reference to the teacher making the replies. A For how long have you taught in this school (if you have had a break of service of 1 year or more, count the time since the break)? Please tick appropriate box
B Have you, since becoming a qualified teacher, attended a course lasting 6 months full-time or more than 1 year part-time mainly about one or more aspects of teaching English?
C Have you, since becoming a qualified teacher, and within the last 3 years, attended a course mainly about the teaching of one or more aspects of English lasting
III. Time spent on English work during the week beginning 22 January 1973 This section should be answered in relation to the boy OR girl present for the whole week whose name is first alphabetically (not necessarily first on the register). It is appreciated that the times shown may not be typical of the class as a whole but the intention is to obtain a picture of the range of times for individual children across the country as a whole. Perhaps the child selected (say Albert Aaron) joined in the class poetry lesson on Wednesday afternoon and then, during other times when the children were being given a choice of activities, spent some time reading poetry to himself on Thursday morning, and writing a poem on Friday. The Wednesday time should be entered under "Class Time" i.e. when everyone was engaged on more or less the same kind of activity: the Thursday and Friday times should be entered [page 454] under "Optional Time (Estimated)" because some children may have been engaged on poetry but others in work associated with other parts of the curriculum. Any time recorded below should be entered once only.  A Please complete the following  [page 455]  [page 456] B Is the child you have referred to above Please tick appropriate box
(a = top 25%, b = middle 50%, c = bottom 25%) C How many teachers teach the child (counting all subjects) during a normal school week? 2.2 average per week 3,082 D Whether or not you have entered "Class Times" above, is it normal for children in the class to do their 'basic work' (or 'skills') mainly during the morning sessions?
IV Ways of Teaching Reading A The general approach Were any of the following approaches used in the class with any of the children during the week beginning 22 January 1973:
B How many children in the class are still in the early stages of learning to read-a reading age of about 5½ or less? 31% 9,252* *This figure includes a number of 5 year olds in vertically grouped classes. [page 457] C How often do the following children in the class normally read to a teacher during a week
D Graded reading schemes Please tick one box only 1 Does reading practice rely on
2 Are the children expected to read from these books
3 Movement from stage to stage a Is it usual for children to read supplementary readers between able the major steps of the graded series?
[page 458] Whether the books are graded or not b Are the children usually tested by the teacher before they move from one book to the next?
c Do some poor readers ever have to repeat a book Please tick one box only
d Is phonic practice given when appropriate to overcome individual weaknesses detected when the teacher is listening to reading?
(If you have a systematic class programme for phonic work it will have appeared under IV A) V. Books This section is intended to reveal what books are available to the children other than graded or supplementary readers, sets of readers, and text books. A 1 May children borrow, for their individual use in school, books of fiction and poetry from collections
2 May the children borrow books of reference for their use in school from collections
3 How many books did the sample child ("Albert Aaron") have in his/her care at the end of the school [page 459] day on 25 January, 1973? (If books are returned to the shelves each day, show the number of books the child had immediately before their return.) 3,586
4 Are the children allowed to borrow books from elsewhere in the school
5 Are books on loan from the L.E.A./County/County Borough Library?
6 Are the children allowed to take any books for use at home?
7 Are any facilities provided in school to enable children or their parents to buy books?
VI Record Keeping A Are records kept of
[page 460] B Are examples of a child's written work kept from year to year as a progress record, either by the teacher or more centrally?
VII The Children's Work A Which of the following were the subject of poetry, prose or play writing in his/her own words by the sample child ("Albert Aaron") during the week beginning 22 January, 1973?
[page 461] C1 Is it the practice to give an assessment in writing of at least one piece of written work each week (e.g. 6/10:satisfactory)?
2 Are some spelling errors marked each week?
(i) Are children expected to learn to spell words from examples of their own errors and/or the errors made by other children in the class and/or lists made by the teacher?
(ii) Are the children required to learn to spell words from commercially produced lists?
(iii) Are the children tested to see that they have learnt these spellings Please tick one box only
D 1 Are errors of usage (punctuation, grammar, etc.) marked in at least some of the children's writing each week?
2a Are errors made by the children used as subjects for teaching to the whole class, or to a substantial part of it?
b Are these errors used as a basis for individual teaching, i.e. teaching the child who made the error?
3 During the week beginning 22 January, 1973 was any planned attempt made to extend the children's vocabulary by any of the following means [page 462]
PRIMARY AND MIDDLE SCHOOL QUESTIONNAIRE: 9 YEAR OLDS Explanatory Notes 1. The Primary and Middle School Questionnaire is in 2 parts, one to be answered for the school as a whole and headed SCHOOL SECTION, the other relating to certain classes or children within the school and headed CLASS SECTION. Several copies of the latter are enclosed so that one can be completed for each of the relevant classes. 2. The relevant classes are those that contain at least 5 children who were 9 but not 10 on 31 August, 1972. If there are fewer than 5 children of the age group in a class, that class should not be included in the survey unless it contains all the children of the relevant age group in the school. 3. It is assumed that the SCHOOL SECTION will be filled in by the Head, or under his/her direct supervision. Each CLASS SECTION is to be filled in by the teacher mainly responsible for the group of children to whom it refers. If 2 or more teachers share the responsibility equally the teacher whose name is first alphabetically should be the one chosen. It would be helpful to the class teachers if the L.E.A. and school numbers could be filled in at the beginning of the class sections before they are handed over. 4. 25 January has been chosen as the collecting date for certain information because the same figures will need to be returned in Form 7. Unfortunately it is not possible to use the information directly from Form 7 because the Committee's survey will have to be processed before the Form 7 material, which covers all schools, can be made available. 5. It is expected that the survey will provide information about the range of teaching practices used in language work (other than a foreign language) with children of the age group. There is no supposition that the survey will say anything about quality, of which the Committee will gain evidence from visits to a smaller number of schools. Nor will the questionnaire returns from a particular school necessarily represent a full range of the work in that school. It is accepted that where a question has to be answered about an individual child the reply may not be typical even of the class. A large [page 463] number of schools is included in the survey, and the replies should give a fair picture of what is happening over the country as a whole during the week of the survey. Individual returns from schools will not be quoted. 6. The information given about the school as a whole and about teachers and children will be treated confidentially. The names and telephone numbers have been asked for only in case any query should arise during the processing that requires further information. No names will be transferred to other records. 7. The questionnaire aims to discover what happens in schools. The fact that a question is asked does not imply that the Committee has already adopted a particular view about what should happen. 8. It will be found helpful to read the questionnaire throughout before answering. All questions should be answered by completing the boxes on the right-hand side of each page, entering a number or tick as appropriate. Please ignore the small numbers printed beside some of the boxes. No entries should be made on the right-hand margin. 9. If when completing the questionnaire you should have any difficulty that cannot be resolved in the school, please telephone the Department of Education and Science, Elizabeth House, York Road, London S.E.1. (telephone: 01-928-9222) and ask for the Bullock Committee Survey (ext. 3518). 10. If the number of class sections you have received is insufficient, please ask your L.E.A. for further copies. PRIMARY AND MIDDLE SCHOOL QUESTIONNAIRE: 9 YEAR OLDS Class Section 1. Separate returns should be made for each registration class that contains at least 5 children who were 9 but not 10 on 31 August 1972. If the school as a whole contains fewer than 5 such children a return should be made for the registration class of which they are members. 2. This return should be completed by the teacher mainly responsible for the registration class to which it refers. If two or more teachers share the responsibility equally, the one present whose name is first alphabetically should make the return, with the help of the others where necessary. Information about the teacher (e.g. courses attended) should be answered only in relation to the teacher making the return. 3. The questionnaire aims to discover what happens in schools. This may of course be less than teachers who work in disadvantageous circumstances would like to do. The fact that a question is asked does not mean that the Committee has formed a view about the practice implied. [page 464] Please ensure that every box or set of boxes is completed either with a number or a tick as appropriate. PART II SCHOOL SECTION I. General A LEA ................................... LEA Number ............... B School .............................. School Number ............... C Name of Class ..............................
G The age range within this registration class is % (Please tick appropriate box)
H Would you describe this class as vertically grouped? (i.e. a class deliberately chosen with an age range of at least 18 months)
II The Teacher The questions in this section should be answered with reference to the teacher making the replies. A For how long have you taught in this school (if you have had a break of service of I year or more, count the time since the break)? Please tick appropriate box
[page 465] B Have you, since becoming a qualified teacher, attended a course lasting 6 months full-time or more than 1 year part-time mainly about one or more aspects of teaching English?
C Have you, since becoming a qualified teacher, and within the last 3 years, attended a course mainly about the teaching of one or more aspects of English lasting
III Time spent on English work during the week beginning 22 January 1973 This section should be answered in relation to the boy OR girl present for the whole week whose name is first alphabetically (not necessarily first on the register). It is appreciated that the times shown may not be typical of the class as a whole but the intention is to obtain a picture of the range of times for individual children across the country as a whole. Perhaps the child selected (say Albert Aaron) joined in the class poetry lesson on Wednesday afternoon and then, during other times when the children were being given a choice of activities, spent some time reading poetry to himself on Thursday morning, and writing a poem on Friday. The Wednesday time should be entered under "Class Time", i.e. when everyone was engaged on more or less the same kind of activity: the Thursday and Friday times should be entered under "Optional Time (Estimated)" because some children may have been engaged on poetry but others in work associated with other parts of the curriculum. Any time recorded below should be entered once only.  [page 466] A Please complete the following:  [page 467]  [page 468] B Is the child you have referred to above Please tick appropriate box
(a=top 25%, b=middle 50%, c=bottom 25%) C How many teachers teach the child (counting all subjects) during a normal school week? 3,961 3.2 average per week D Whether or not you have entered "Class Times" above, is it normal for children in the class to do their 'basic work' (or 'skills') mainly during the morning sessions?
IV Ways of Teaching Reading A The general approach Were any of the following approaches used in the class with any of the children during the week beginning 22 January 1973:
B How many children in the class are still in the early stages of learning to read - a reading age of about 7 or less? 10.7% 3,035 C How often do the following children in the class normally read to a teacher during a week [page 469]
D Graded reading schemes Please tick one box only 1 Does reading practice rely on
2 Are the children expected to read from these books
3 Movement from stage to stage a Is it usual for children to read supplementary readers between the major steps of the graded series?
[page 470] Whether the books are graded or not b Are the children usually tested by the teacher before they move from one book to the next?
c Do some poor readers ever have to repeat a book Please tick one box only
d Is phonic practice given when appropriate to overcome individual weaknesses detected when the teacher is listening to reading?
(If you have a systematic class programme for phonic work it will have appeared under IV A) V Books This section is intended to reveal what books are available to the children other than graded or supplementary readers, sets of readers and text books. A 1 May children borrow, for their individual use in school, books of fiction and poetry from collections
2 May the children borrow books of reference for their use in school from collections
3 How many books did the sample child ("Albert Aaron") have in his/her care at the end of the school day on 25 January 1973? (If books are returned to the shelves each day, show the number of books the child had immediately before their return.) 4,584 Average 3.7 books per pupil [page 471] 4 Are the children allowed to borrow books from elsewhere in the school
VI Record Keeping A Are records kept of
B Are examples of a child's written work kept from year to year as a progress record, either by the teacher or more centrally?
[page 472] VII The Children's Work A Which of the following were the subject of poetry, prose or play writing in his/her own words by the sample child ("Albert Aaron") during the week beginning 22 January 1973?
B When the children are writing in their own words do they
[page 473] iii Are the children tested to see that they have learnt these spellings Please tick one box only
3 During the week beginning 22 January 1973 was any planned attempt made to extend the children's vocabulary by any of the following means
[page 474] COMMITTEE OF INQUIRY INTO READING AND THE USE OF ENGLISH SECONDARY QUESTIONNAIRE Please ensure that every box or set of boxes is completed, either with a number or with a tick as appropriate. PART I: SCHOOL SECTION A GENERAL LEA ................................... LEA Number ...............
School Type (please tick one box only)
Age range of school ................. Youngest child ................. Oldest child .................
B THE TEACHERS OF ENGLISH (For the purposes of this question please disregard drama which is the subject of Question 2 below.) [page 475] 1 Is the teaching of English organised Please tick one box only
2 Is drama taught in your school Please tick one box only
For the remainder of Section B please exclude teachers teaching drama as a subject separate from English.
[page 476] 5 (For the purpose of this question no teacher should be included more than once.) How many of those teaching English have
6 How many of those teaching English
[page 477]  b How many different teachers are represented in the above? 1,104
[page 478] c Does the school or any member of staff belong to
C ACCOMMODATION AND FACILITIES FOR ENGLISH 1 How many of the teachers of English
2 a Are any of the following facilities available for the teaching of English? Please tick where appropriate
[page 479] 3 Are any of the following available for the teaching of English? Please tick where appropriate
D BOOKS AND LIBRARY FACILITIES 1 Is there a central school library ? Please tick appropriate box
2 In the last week for how many periods was the library time-tabled for purposes other than library use? X 3 How many books are there in stock? Fiction X
[page 480]
E THE TESTING OF READING ATTAINMENT 1 Are standardised reading tests administered to all or part of the age-group each year:- Please tick appropriate boxes
[page 481] 2 Please indicate which of the following tests are used for any of these age groups:- Please tick appropriate boxes
F PROVISION FOR PUPILS WITH READING OR LANGUAGE DIFFICULTIES If you consider that any of your pupils have special difficulties, please answer the following questions. (please do not include here children whose first language is not English.) If you have no pupils with special difficulties, please continue at Section G. [page 482] 1 By which of the following methods is special provision made for pupils with reading or language difficulties:
[page 483]
G ENGLISH FOR THE 12-13 AND 14-15 AGE GROUPS
3 By what methods are the groups of pupils formed to which English is taught? If there are two or more grouping methods within the year, tick the one to indicate which covers most of the pupils in the year.
[page 484] The Committee of Inquiry would welcome any additional information or opinion which you feel may be of help. A space is provided below. SECONDARY SCHOOL QUESTIONNAIRE: 12 YEAR OLDS Explanatory Notes 1. The questionnaire is in two parts, the first of which is concerned with general organisation, staffing facilities, etc. as they relate to the teaching of English. 2. The second part relates to a specific child in each group or class to which English is taught in the 12-13 age-group. Several copies of this section have been enclosed, and an explanation as to how the child should be selected is given on each. The relevant classes for this process are those that contain at least 5 children who were 12 but not 13 on 31 August 1972. If there are fewer than 5 such children in a class it should not be regarded as part of the age-group for the purposes of this survey. In this case it should not be included among the classes from which individual children are being selected. This part of the form should be completed for the selected child in each class by the teacher mainly responsible for the teaching of English to that class. If two or more teachers share the responsibility equally for a class, the teacher whose name is first alphabetically should be the one to complete the form. It would be helpful to the teacher if the L.E.A. and school numbers could be filled in at the head of this form before it is handed over. 3. 25 January has been chosen as the collecting date for certain information because the same figures will need to be returned in Form 7. Unfortunately, it is not possible to use the information directly from Form 7 because the Committee's material will have to be processed before that of Form 7 can be made available. 4. It is expected that this survey will provide information about the range of teaching practices used in English with pupils of the age-group. There is no supposition that the survey will say anything about quality, of which the Committee will gain evidence from visits to a smaller number of schools. Nor will the questionnaire returns from a particular school necessarily represent a full range of the work in that school. It is accepted that where a question has to be answered about an individual child the reply may not be typical even of the class. A large number of schools is included in the survey, and the replies should give a fair picture of what is happening over the country as a whole during the week of the survey. Individual returns from schools will not be quoted. 5. The information given about the school as a whole and about teachers and children will be treated confidentially. The names and telephone numbers have been asked for only in case any query should arise during the processing that requires further information. No names will be transferred to other records. 6. The questionnaire aims to discover what happens in schools. The fact that a question is asked does not imply that the Committee has already adopted a particular view about what should happen. [page 485] 7. It will be found helpful to read the questionnaire throughout before answering. All questions should be answered by completing the boxes on the right-hand side of each page, entering a number or tick as appropriate. Please ignore the small numbers printed beside some of the boxes. No entries should be made in the right-hand margin. 8. If when completing the questionnaire you should have any difficulty that cannot be resolved in the school, please telephone the Department of Education and Science, Elizabeth House, York Road, London, S.E.1 (telephone 01-928-9222) and ask for the Bullock Committee Survey (ext. 3518). 9. If the number of class sections you have received is insufficient, please ask your L.E.A. for further copies. PART 2 THE INDIVIDUAL PUPIL: 12-13 AGE GROUP The purpose of this section is to obtain information about the teaching of English to the 12-13 age-group. Would you please select a single pupil from each of the groups to which English (including English within a remedial context) is taught in this age-group. For each group please answer the questions in relation to the first boy or girl who was present for the whole of the week beginning 22 January 1973 and whose name is first alphabetically (not necessarily first on the register). Separate sheets have been sent for each of these pupils. Please read the section throughout before beginning to answer. You will note that the questions relate to the time the pupil spent on various activities during that week. It is recognised that it may have been an untypical week, but such is the nature of the sample that this will not invalidate the results. a Name of class or group ..................................
b Is this pupil a
2 For this pupil is English Please tick one box only
[page 486] 3 How many pupils are there in the group in which this pupil has his/her English? X
Questions 6-9: If you have ticked c as the answer to question 2 please do not answer questions 6, 7, 8 and 9 below but continue at question 10. 6 a Total time in minutes allocated to English in respect of this pupil. (Please include drama only if it is taught as an integral part of the work of the English department.)
b Number of school periods involved an average of 5.5 7 How many of the English lessons were over an hour's duration? X 8 Does the teacher who takes this pupil for most of his/her English have:
[page 487] 9 How many teachers are involved in teaching English to this pupil? an average of 1.4 10 TIME SPENT ON DIFFERENT ACTIVITIES Writing a What amount of time during the week beginning 22 January 1973 did this pupil devote to any of the following writing activities? (Please do not indicate the same activity under more than one heading.) The amount of time spent in school should be shown at I and the amount of time allocated for homework should be shown at II. I In School
[page 488] II Homework
b Was the writing to
[page 489] c In the correction of the pupil's written work is it the practice to
Oral English What amount of time during the week beginning 22 January 1973 did the pupil devote to any of the following activities?
[page 490] Language Study What amount of time during that week did the pupil devote to any of the following activities? The amount of time spent in school should be shown at I and the amount of time allocated for homework should be shown at II. I In School
[page 491] II Homework
[page 492] Reading What amount of time during the week beginning 22 January 1973 did the pupil devote to any of the following activities? The amount of time spent in school should be shown at I and the amount of time allocated for homework should be shown at II. I In School
[page 493] II Homework
SECONDARY SCHOOL QUESTIONNAIRE: 14 YEAR OLDS Explanatory Notes 1 The questionnaire is in two parts, the first of which is concerned with general organisation, staffing facilities, etc. as they relate to the teaching of English. 2 The second part relates to a specific child in each group or class to which English is taught in the 14-15 age-group. Several copies of this section have been enclosed, and an explanation as to how the child should be selected is given on each. The relevant classes for this process are those that contain at least 5 children who were 14 but not 15 on 31 August 1972. If there are fewer than 5 such children in a class it should not be regarded as part of the age-group for the purposes of this survey. In this case it should not be included among the classes from which individual children are being selected. This part of the form should be completed for the selected child in each class by the teacher mainly responsible for the teaching of English to that class. If two or more teachers share the responsibility equally for a class, the teacher whose name is first alphabetically should be the one to complete the form. It would be helpful to the teacher if the L.E.A. and school numbers could be filled in at the head of this form before it is handed over. 3 25 January has been chosen as the collecting date for certain information because the same figures will need to be returned in Form 7. Unfortunately, it is not possible to use the information directly from Form 7 because the Committee's material will have to be processed before that of Form 7 can be made available. [page 494] 4 It is expected that this survey will provide information about the range of teaching practices used in English with pupils of the age-group. There is no supposition that the survey will say anything about quality, of which the Committee will gain evidence from visits to a smaller number of schools. Nor will the questionnaire returns from a particular school necessarily represent a full range of the work in that school. It is accepted that where a question has to be answered about an individual child the reply may not be typical even of the class. A large number of schools is included in the survey, and the replies should give a fair picture of what is happening. over the country as a whole during the week of the survey. Individual returns from schools will not be quoted. 5 The information given about the school as a whole and about teachers and children will be treated confidentially. The names and telephone numbers have been asked for only in case any query should arise during the processing that requires further information. No names will be transferred to other records. 6 The questionnaire aims to discover what happens in schools. The fact that a question is asked does not imply that the Committee has already adopted a particular view about what should happen. 7 It will be found helpful to read the questionnaire throughout before answering. All questions should be answered by completing the boxes on the right-hand side of each page, entering a number or tick as appropriate. Please ignore the small numbers printed beside some of the boxes. No entries should be made in the right-hand margin. 8 If when completing the questionnaire you should have any difficulty that cannot be resolved in the school, please telephone the Department of Education and Science, Elizabeth House, York Road, London, S.E.l (telephone 01-928-9222) and ask for the Bullock Committee Survey (ext 3518). 9 If the number of class sections you have received is insufficient, please ask your L.E.A. for further copies. PART 2 THE INDIVIDUAL PUPIL: 14-15 AGE GROUP The purpose of this section is to obtain information about the teaching of English to the 14-15 age-group. Would you please select a single pupil from each of the groups to which English (including English within a remedial context) is taught in this age-group. For each group please answer the questions in relation to the first boy or girl who was present for the whole of the week beginning 22 January 1973 and whose name is first alphabetically (not necessarily first on the register). Separate sheets have been sent for each of these pupils. Please read the section throughout before beginning to answer. You will note that the questions relate to the time the pupil spent on various activities during that week. It is recognised that it may have been an untypical week, but such is the nature of the sample that this will not invalidate the results. [page 495] a Name of class or group ..................................
b Is this pupil a
2 For this pupil is English Please tick one box only
3 How many pupils are there in the group in which this pupil has his/her English? X 4 Is this group Please tick one box only
(If English is one component of a group of subjects which are examined together, e.g. as Humanities, please regard it as a separate subject for the purpose of the above question.)
Questions 6-9: If you have ticked c as the answer to question 2 please do not answer questions 6, 7,8 and 9 below but continue at question 10. [page 496] 6 a Total time in minutes allocated to English in respect of this pupil. (Please include drama only if it is taught as an integral part of the work of the English department.)
b Number of school periods involved an average of 5.25 7 How many of the English lessons were over an hour's duration? X 8 Does the teacher who takes this pupil for most of his/her English have:
9 How many teachers are involved in teaching English to this pupil? an average of 1.2 10 Time spent on different activities Writing a What amount of time during the week beginning 22 January 1973 did this pupil devote to any of the following writing activities? (Please do not indicate the same activity under more than one heading.) The amount of time spent in school should be shown at I and the amount of time allocated for homework should be shown at II. [page 497] I In School
II Homework
[page 498] b Was the writing to
c In the correction of the pupil's written work is it the practice to
Oral English What amount of time during the week beginning 22 January 1973 did the pupil devote to any of the following activities?
[page 499] Language Study What amount of time during that week did the pupil devote to any of the following activities? The amount of time spent in school should be shown at I and the amount of time allocated for homework should be shown at II. I In School
[page 500] II Homework
[page 501] Reading What amount of time during the week beginning 22 January 1973 did the pupil devote to any of the following activities? The amount of time spent in school should be shown at I and the amount of time allocated for homework should be shown at II. I In School
[page 502] II Homework
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