Images of Setting in the Primary Classroom

Abstract

Setting in Scottish primary schools is a relatively recent phenomenon and should be regarded as experimental rather than as an established alternative model of organising groups of pupils. Setting is defined here as arranging students for a given curriculum area in separate classes with different teachers, based on students’ attainment levels in that particular area. Setting has been advocated in Scottish secondary schools and also, in some contexts, in primary schools (SOEID, 1996): it is attractive to some Education Authorities and Headteachers; although others are more cautious or even sceptical about the efficacy of the method. The research reported here was part of a larger two and a half year study of 16 primary schools which was completed in 1999. In the four case-study schools which this paper highlights, setting was operating for Mathematics. This paper outlines the various research methods used and illustrates some of the topical issues (both positive and negative) for students and their teachers associated with setting in the context of these four primary schools. A question is posed about whether the differentiation disaffection of many students found in previous studies of setting in schools in England is exactly replicated in these four Scottish schools.