Learning in the Community

Introduction: 

Learning Communities link to the idea of Learning Theories. Learning theorist will group together with people who believe in the same learning values. For example, theorist who believe that children construct their own learning will work together as a community with other theorist who share the same thought. This creates the learning community of Constructivism.

Writing in Communities of practice, a brief introduction, Etienne and Wenger-Trayner (2015, pg. 1-8) define communities of practice as people who collectively work and learn together in a shared domain of human endeavour. Activities that may be carried out within a community of practice are:

·         Problem solving

·         Finding out new information

·         Seeking experience from  other members

·         Coordination and Synergy

·         Building an argument

·         Growing confidence

·         Discussing developments

·         Documenting projects

·         Mapping knowledge and identify gaps

Etienne and Wenger-Trayner (2015, pg. 2) explained that communities and communities of practice have 3 different characteristics.

1.       The domain: In order for it to be a community of practice there has to be a shared domain and commitment to the learning outcome. This domain does not have to be expertise but willingness to learn and share the values of the community is essential.

2.       The community: The community must build relationships between the members so that learning and interaction can take place. This does not have to be a daily occurrence.

3.       The practice- The practice must show development and that learning has occurred.

The Different Communities of Learning

How to Work in a Group Effectively

One of the most important parts of this module is the need to work within a group effectively. It is vital to the success of any project that we do and due to this we decided to create a checklist with the main criteria for successful group work. We will then use this checklist at the end of the project as a starting point for our evaluation. 

The Importance of Effective communication:

The ability to communicate effectively is a vital life skill and one that will help us hugely in this module, both to help us find a project and throughout the project. There are many different types of communication, but we are going to focus on interpersonal communication and written communication (Skills you need, 2017).

Written communication is used when communicating through any sort of writing whether it is a text a letter or an email. In order to convey our message with clarity and ease we must have good writing skills. Grammar, spelling and communication are vital to the presentation of any emails that we send as this will give the reader an opinion of us before we have even met them. If we use bad punctuation spelling and grammar, we will give a negative impression of ourselves and make it less likely for us to get the point across properly (Skill you need, 2017). To write an effective email we must ensure that we have thought about the intended audience and what the main point that we want to portray is. We must also think about these skills when discussing the project in the group chat to ensure that no one is confused, and it is clear what is expected from everyone.

Interpersonal communication is being engaged in face -to- face communication with one or more people. It is not just about what is said, it is about the non-verbal cues that we give to the receiver. Interpersonal communication is always a two-way process with people both sending and receiving messages. The person listening will be sending back signals to the person talking such as head nods and smiles as this will allow to speaker to know that the listener is understanding what is being said or if they are not understanding (Skills you need, 2017). We must make sure that when we are meeting up to discuss the project face to face we are using interpersonal communication effectively as this will help us complete the project more efficiently. We will also need to use effective interpersonal communication when talking to the setting that we end up doing our project in. We will need to show interest and be responsive when being spoken to and to make sure that the setting knows exactly what we are there to do.

BARRIERS TO COMMUNICATION:

There are many barriers to communication that can prevent people from communicating effectively. Being aware of these barriers will help us overcome them and mean that we can communicate efficiently.

-          The use of jargon – using complicated and unfamiliar term when communicating will lead to both parties becoming confused.

-          Emotional barriers and taboos can lead to a person being offended

-          Lack of attention from either party will mean that there will be confusion over what is being said.

-          Differences in viewpoints and viewpoints

-          Language differences.

-          Expectations and prejudices may lead to false assumptions or stereotyping.

-          Cultural differences.
(Skills you need, 2017)

Emails To and From St Mary's Catholic School

Click To Enlarge

Deciding Our Project

Tuesday 19^th September 2017:

After the introductory seminar of learning within the community we met together to speak about our initial ideas and interests of where our project could be. As a group we are all aiming to be future primary school teachers, therefore it was important to us that we picked a project that had an educational goal which worked with primary school children. We each individually emailed separate settings so that we could pick the most suitable project.

After hearing back from all of the settings we decided that St Mary’s Catholic school would be where we volunteered and carried out the project of organising the library and raising boy’s achievement in reading. We felt this project had the best educational outcome and would help develop our knowledge to prepare us for future teaching. The gender gap of reading and writing is a current issue within education and needs to be tackled. It has great relevance for future teacher’s and we were excited at the prospect of being part of closing that gap and raising achievement for male pupil at St Mary’s.

Once we confirmed the volunteering with Assistant Head teacher Isaac Haskell we planned to meet on the 16^th October to clarify and organise the project. Prior to the meeting we planned to meet and discuss our initial ideas and prepare for the meeting. 

Project Plan

Throughout the project we used this project plan to keep on top of what needed doing and manage the project. We would highlight it once completed and alert each other in the group chat when it had been done. We found this easier to follow than using the Gantt diagram.

Network diagram of our project

A Critical Path of Our Project

Preparing to Meet With St Mary's Catholic School

Once we had a date to meet with St Mary's Catholic School we needed to prepare for the meeting with research and ideas that we could use to help the school.

The main focus that St Mary's set out for us was to help with their goal to achieve higher reading levels in boys. We realised that we needed to do research on this topic to familairise ourselves with the topic.


We found out that low reading attainment in boys throughout school is a national epidemic and one that has been occurring for a long time. It is also known as the 'gender gap'.  A report by Save the Children in 2016 found that the gender gap has only been reduced by one percent in ten years. A report by the DFE, also in 2016, found that in Key Stage one boys were being out performed in all areas and in Key Stage two they were being out performed in all areas apart from maths. Gary Wilson is a key note speaker and has many books published surrounding the issue has said that it has been an issue since at least 1993. He theorizes that the root of the issue could be that we are forcing boys to start reading and writing too early. He explains that in Scandinavia children do not start formal education until the age of seven, and boys and girls perform roughly the same throughout school. However he does also suggest this could be down to the quality of the teaching and the curriculum.

After finding out this information, we also researched ways that teachers are tackling the problem. One of the main ways was to find out the books and genres that boys really engage with and include them in the design and the stocking of the library. We are going to ask Issac Haskell if we can give the students, boys and girls, a questionnaire to find out about their reading habits and what genre of books they enjoy reading. This will give us a better understanding of the needs of the school. 

We also thought of some activities that we could do with the children: 

• Sports Reports - reports about a local football match that had recently happened, maybe the child had played in it. Other children could then read this, quite like a school paper. 
• Role Models - a KS1 student is paired with a KS2 student. The KS1 child will read stories that the KS2 student will write especially for them, after asking them what type of stories interest them the most. This will encourage reading from a young age and the use of the older child being a role model will be good as it will mean that the younger children will see it as 'cool' to read (Wilson, 2002). 

Need Analysis of St Mary's Catholic School

The needs of St. Marys Catholic School stated by Assistant head teacher Isaac in his email, are to help raise the achievement in boys reading and selected groups. When we have our meeting with Isaac we will tell him the ideas we have to help them meet their needs.

We will discuss with Isaac that the use of displays is highly appealing to younger children and that it may attract a lot more of an audience including new children to the library. The need to have a display board is to engage children in the reading and to take action and further their reading for home time. Along with the display we have found a need to attract more children to the library would be if the display is interactive, we have began thinking about ideas and one we have found would be interesting is a ‘topics’ section. The children would get a topic each month such as December and for that month they would have to recommend a book they have read that is to do with Christmas. They would get to write this on the display board it will become more interactive and appealing to the children meeting their needs to read more as it will encourage them to read more so they are able to put up their book on the display.

As a group we decided that in creating a library corner it will benefit the children in terms that they take charge in their learning by sitting on the chair or bean bag and initiate a guided reading session where the children ask about what the other children are reading.  Every library slot the children have the teacher would get to choose a child they would make the ‘teacher’, this will help in getting the children to explain reasons as to why something is happening in the book they are reading and what they think will happen next. They will only get to read a section of each book as they will all be reading different books however, they are able to listen and observe the other children and potentially gain ideas as to what to read next.

The need is to raise achievement, our research shows us that peer reading would benefit children in seeing reading other key stages have completed and get feedback on what they have wrote. This is beneficial as it will help with children’s confidence and writing as well as reading skills. Therefore, we need to implement it to meet the children’s need.

Overall, to meet St. Marys need of raising achievements in boys and selected groups we will plan to meet what the children think will encourage them to read more. When we meet the children, it will be discussed what we plan on doing and from their reactions it will indicate to us whether they the ideas are helpful or not. 

Meeting with St Mary's Catholic School (16/10/17)

Monday 16^th October:

On Monday 16^th October we met with Isaac Haskell who is the Assistant Head of St Mary’s Catholic school. Isaac is who we had initial contact with and gave us the project title of supporting the library and helping to raise the achievement of boys in reading.

We had a tour of the school which lead us to the Key Stage Two library. Isaac explained to us that the library is a new set up and the individual classes no longer have their own individual book cases. The school changed this as classes were hugging certain books and the books were not being shared equally across the year group. The library’s new aim is to make the library a place that pupils can go to at the beginning of the day, break time, lunch time and the end of the day. Isaac also explained that throughout the week each class gets a half an hour schedule lot to come to the library, swap books and read.

Next we met in Isaac’s office to discuss his and our own potential ideas. It was made clear that we should follow the idea we are most passionate about as the passion and value will project through when working and create a better outcome. Isaac was impressed by our ideas to create a reading corner and enter a competition. He asked is we could work on creating a display to make the library more aesthetically pleasing but also help in gaining the interest of boys to read.

To organise the project we had to determine the date we would be able to volunteer. Using our diaries and the school’s timetable/diary we sorted out the following dates:

Tuesday 7^th November 9-12pm

Tuesday 14^th November 9-12pm

Wednesday 22^nd November 9-12pm

Monday 27^th November 9-12pm

Tuesday 28^th November 9-12pm

We were made aware that in every session there would be two half an hour reading slots when classes would come in and explore the library and have an opportunity to read. During this time we would be available to help support the children find books or participate in guided reading. This was then noted to be incorporate in our session plans.

Value and Relevance of the Project

Writing in ‘Reading: the next steps’, Nick Gibb (2015) argued that reading is a fundamental part of achieving good qualifications and succeeding at school. Reading is a major part of a child’s school experience as it is heavily included in the curriculum and essential part to all subjects (GOV, 2014).

Through the emails and meetings we had with Isaac Haskell it was clear to see that the library was important in supporting reading at St Mary’s Catholic School. They value the Key Stage Two (KS2) at St Mary’s as they schedule half an hour each week, make it available during break time and encourage the children to go before and after school. Each class teacher would pick children who have behaved that morning to go to the library that break time, this showed us that the visiting the library was seen as a reward. It was therefore, a priority for us to create a display and continue to maintain an environment that the pupils’ would enjoy.

Part of the project is raising the achievement of boys in reading. Our mission was to improve the library and encourage the interest of male pupils’ in the hope that their improved interest in the library would aid and support the development of their reading. The deputy head explained to us that it was clear using their formative assessment that girls were achieving better than boys in literacy and reading. To improve their standards and male pupils’ achievement in reading was of great relevance for St Mary’s Catholic School.

Moss and Washbrook (2016 p.4) highlighted that the gender gap of boys and girls and reading is a national problem. They argue that the way to close the gap is ‘high quality preschool provision and high quality home learning’ can reduce the risk of boys achieving below the expected standard for both language and literacy. However, within our project we could not use these approaches as we only had access to the school environment.

In 2016 Save the Children produced a document ‘The Lost Boys Report’ which explains the current gender gap, what was causing it and what could be done to narrow and hopefully remove the current gap. There report supported Moss and Washbrook’s research of addressing the gap within the early years setting and the family and community settings. They believe that improving the qualification of professionals will improve the standards of early year’s childcare and quality in preventing boys not being interesting in reading and raise their achievement. This report helped us in understanding the issue and relevance of the gender gap within education today however, it did not address what can be done in primary schools.

Gary Wilson (2016) stated that a strategy that school could use is partnership reading. His theory is that partnership reading of older male pupils and younger male pupils improve achievement and helps in closing the gender gap. The strategy provides boys with a focus to their reading and motivates them to read as they have the opportunity to lead. The project main objective is that the older boys are challenging the existing stereotypes that ‘boys can’t read’ or ‘reading isn’t cool’ as they look up to older children naturally and therefore, their reading partner is a great role model for them to then be encouraged to read.

Based on this research we aim to incorporate peer reading into our sessions. One session we will write or select stories with a KS2 class that they can then in the second session read to their partner.

Guided Reading

A guide to guided reading:

Guided reading is where a small group of children with the same ability level are given the same book to read. The teacher and the children read through the book as a group and after each page is read the teacher will begin asking questions.

Five-part lesson:
· Book introduction
· Strategy check
· Independent reading
· Returning to the text
· Responding to the text

For children to be effective readers they must be able to read at three levels:
· Read the lines
· Read between the lines
· Read beyond the lines

The first level ‘read the lines’ is where the children are able to answer the simple questions to do with their reading such as, Who? Where? What? When? How?

The second level is ‘reading between the lines’ which is where the children have to further their finding in the text to search for clues to answer the questions being asked. An example of a question on this level is ‘what is the author trying to say?’.

The last level to be an effective reader is ‘reading beyond the lines’. On this level the children have to think bigger and outside of the text to answer questions. The questions on this level can be more personal to the children such as, ‘what does this mean to me?’ (Resource, 2017)

Session 1 - Plan (7/11/17)

Learning Objective aims of the first session:

•Pupils should have guidance about and feedback on the quality of their explanations and contributions to discussions.

•Pupils should be shown how to compare characters, settings, themes and other aspects of what they read.

The success criteria:

•I can successfully answer in detail the questions being asked with appropriate    language.

•I can understand why that character, setting or theme has been used.

9:00-9:30

The whole school will meet for an assembly where guest speaker Nick Sharratt (Jacqueline Wilson’s Illustrator) will be talking with the children. The children will get to hear about his experiences with reading and ask him any questions they may have towards the end.

9:30-10:00

We will be taken to the library where we will prepare for the children to arrive, we will get to look around and start to think about where we are going to put our reading corner.

10:00-10:30

The first group of year 5/6s will arrive ready for their reading slots. During this half an hour we will be moving around the room, assisting the children if they need help and getting to know the children and their needs.

10:30-11:00

The children will leave the library for their break time. During this half hour break the children will be allowed to come to the library if they wish, the library monitors for each year group will be with us. We will get to ask the children questions and what they think of our ideas on the display and reading corner.

 11:00-11:30

After the break we will have a new year 5/6 group in which we will do the same thing. We would have picked up on certain things from the first group such as what to expect and what types of questions they may ask.

11:30-12:00

Begin to clear up the library, finding the places book may have been muddled up and belong to. Once we have done so we will begin discussing ideas for the next week’s session. We will have begun watching and learning of the children’s needs, this will help us in planning the guided reading lesson for next session. We will also be measuring the display board and plan our reading corner.

Evidence of our Meeting:

Questionnaire for Our First Session

This is the questionnaire that we gave to the pupils at St Mary's.

Session 1 - Summary (7/11/17)

The introductory session was successful as we familiarised ourselves with the library resources and the school as a whole. We also had a fascinating assembly from Nick Sharratt who is a famous illustrator.

Nick Sharratt's Assembly 

In the assembly Nick Sharratt talked about how he finds drawing and writing fun and interesting, but also shared with the children that it took him a lot longer to be able to write well than it did for him to be able to draw well. This was a reassuring thing for the children as it meant that they knew that they do not have to be amazing at something straight away.

Sharratt also promoted many of his books, such as 'Shark in the Park', and engaged the children by acting out his poems and stories, we felt that this was a great way to include children in reading and to really gain their interest. All of the students in the assembly were joining in and seemed excited about reading, including the boys. This showed us that making reading interactive and inclusive could be a key way to make boys excited about reading from an early age (REFERENCE?). This in turn could then help to start tackling the gender gap at St Mary's. 

After the Nick Sharratt assembly, we then had time to go to the library and look through the books that are available for the children to read and how the library is organised. 

(Sharratt, 2000)

We learnt that they have a colour coded system for the children to follow so that they pick the right books for their reading level.

Level 1- Red- Lots of pictures/short texts
Level 2- Yellow- Short chapters and a few pictures
Level 3- Green- Long chapters
Level 4- Blue- Anything- Imagination

Over break we stayed in the Library to read with the pupils that came in and asked them about the books that they enjoyed reading and why they enjoyed it. We also gave out some questionnaires to find out more about their reading habits. The Library was very busy over the break, however a contributing factor to this could have been the fact it was 'wet play'. 

We also had a very interesting discussion with one of the Key Stage 2 teachers regarding the library and the gender gap at St Mary's. She spoke about how fast the library was put together out of nothing as the school realised the need for a central place to promote reading within. She also told us how excited she was to hear our ideas and explained how she promoted reading and how she designed her reading corner in her classroom.

The analysis of our questionnaire shows us that the St Mary's pupils are interested in reading and read a large amount. From our sample of the break time students and the Year 5 class that visited the library for their weekly session shows that 41% of them reading 1-3 books  a month, 33% read 4-6 and 26% read more than 6 books a week. This shows the students have the availability to read a wide range of books each month and organise time for reading. A large proportion of the students (82%) read at home, in class and in the library. This is evidence that the library is used by students and improving the library will be a useful aspect to raising the achievement of boys reading levels. At the moment 9% of students visit the library once a month we hope to raise this number to encourage them to visit it at least once a week. 

At the end of the session we had a conversation with Issac to evaluate how the session went and what he wanted us to do next week. From this conversation we realised that Issac was very eager for us to get started on the display and this was really what he wanted us to focus one. This meant that we needed to change our plan for session two to include time to start the design of the display. 

OVERALL REFLECTION OF SESSION ONE:

Session one did not go how we planned for it to go, we were not made aware of the times before our first session so what we had planned we had to slightly adjust to the timetable. Before our first session we had sent Isaac a plan of what we had as ideas for our 5 sessions, we wanted to make sure it fitted in with his timetable too, but he did not reply so we had to make sure we were adaptable in our plans.

However, Session 1 went well, as we were able to get to sit in on the key stage 1 assembly with Nick Sharratt in which he read the children some of his work and drew them some drawing with some children getting involved.

The library sessions that we had overall went well as we got to go around and introduce ourselves and get to know the children from both groups.

Some improvements for ourselves if we were to do this again would probably be to have planned out our sessions and what we had for ideas and emailed Isaac a few weeks before.

(https://www.goodreads.com/book/show/615346.Shark_In_The_Park)

Display Ideas

Session 2 - Plan (14/11/17)

Book Reviews

9:00am – 10:15am

Tidying the library and making sure that every book is put away and ordered using the Level system that St Mary’s use. During this time we will also be implementing the first part to the display. Where will reading take you? To create our sign post of the adventures of reading we will be using St Mary’s resources of card, boarders and laminated words to create the title.

10:15am-10:30am

During this time it will be the school break time. The deputy head teacher explained to us that during break time children are able to access the library. It provides them an opportunity to swap books and get new books to then read. We will be available to help them put their books back in the correct place. Our aim is to also use the break time to help gain the interest of boys. We will select books that we believe they will be interested in such as captain underpants and encourage them to take them home and read them.

10:30am – 12:00pm

Guided reading with a selected year group. Each week it will be a different year group. During the year groups visit we can aid and support guided reading using our how to guide or we can help children find and return books. The teacher’s will be able to ask us to support them in anyway and we can also read to the children. It will be dependent on the classes needs.

During the guided reading we will be asking individual children to write a book review. Book reviews help to improve reading comprehension whilst encouraging their opinion of reading. The use of book reviews on our display also helps to gain the interest of other children by recommending a book to another child. (Read, Write, Think, 2017)

We therefore created the following template that we would ask the children to fill in during the session:

Session 2 - Summary (14/11/17)

In today’s session we began thinking about how our display should look and planning on what we will put on there that would attract the attention of all the children. We discussed and agreed that we would like the display to be interactive and be a way for the children to show and express their enjoyment when it comes to reading. Before this session we had already looked at ideas on what we wanted the display to look like, below is the image we got our idea from.

(Pansera, no date) 

In this session we were shown where their art cupboard is located and told that we would be able to use all resources needed. We began writing a list of items that we will be using from their cupboard and then discussed that we may need further equipment that they didn’t not have.

Our group had discussed with the assistant head teacher that we also alongside our display board wanted to do a paired writing. Where the key stage 2 boys would write a short story or book review explaining what they were reading and then give it to the younger key stage 1 groups to read and enjoy reading. The assistant head teacher Isaac did like the idea however, said that due to short timings we would not be able to complete this idea. Therefore, we had to change our session 3 plan. During the lessons we were able to take children and read with them, this made up for the loss on one of our project ideas we had.

We had one library slot at 10:30 and then again at 11:30. The first slot we had a group of year 3/4. During our first slot we were asked by their teacher to read with the children who needed extra support which we were able to take into a separate room and support them when they needed it.
For our second slot we had the assistant head teacher’s year 5/6 group. As most of them are green or blue level they didn’t need as much support as the younger year groups but Isaac had given us some children who he thought could do with further scaffolding (Vygotsky, 1978) in their reading.

OVERALL REFLECTIONS OF SESSION TWO 

In Session 2 we discussed with Isaac that we had wanted to do a paired reading with key stage 1 children and key stage 2 but he had told us we wouldn’t be able to as the children don’t have any more room in their school timetable.

We then spent the morning part of this session looking around their art supplies and gathering our ideas for our display board. This allowed us to be productive for the morning part of our session.

An improvement we had set ourselves was that we could had brought in some stuff to get ready to put on our display. We could have started to get ideas on names for our pathways and began cutting in this session.

Instead of the topic idea that we wanted to put on the display we have decided to do more book reviews and after research create an interactive aspect. (See post about display towards the end of the blog.)

Session 3 - Plan (21/11/17)

9:00-10:15 

Tidying the library and making sure that every book is put away and ordered using the Level system that St Mary’s use.  

We will continue the work of the display. On reflection we have decided to change the plan of our signpost and instead print the words of instead of creating the words using card for a more professional and smart appearance. We also want to implement the second part of our display idea which is the book reviews and book recommendations. We already have some book reviews from the previous week but will continue to gain more during the guided reading slots.  

To make book recommendation section on the display we will be using 4 mini-whiteboards which allows a whiteboard for each reading level. We will be attaching white board pens to the display and therefore, children can use the pens and write recommendations on a book for that level. We hope this will create an interaction with the display and encourage the interests of students.  

10:15-10:30

During this time it will be the school break time. The deputy head teacher explained to us that during break time children are able to access the library. It provides them an opportunity to swap books and get new books to then read. We will be available to help them put their books back in the correct place. Our aim is to also use the break time to help gain the interest of boys. We will select books that we believe they will be interested in such as captain underpants and encourage them to take them home and read them.  

10:30 - 12:00 

Guided reading with a selected year group. Each week it will be a different year group. During the year groups visit we can aid and support guided reading using our how to guide or we can help children find and return books. The teacher’s will be able to ask us to support them in anyway and we can also read to the children. It will be dependent on the classes needs. 

During their guided reading slots we hope to ask students to write a book review which will be added to our display.  

Session 3 - Summary (21/11/17)

9:00-10:15am
Today we tidied the library as a few children had swapped their books in the morning and not put their book away in the correct place.
After tidying the library we sat down in the room and pieced together the words we had printed off. We decided that we wanted the words and headings for the books reviews and book recommendations to have backing using coloured card. We felt this would make the display more colourful and visual pleasing. We then spent the remaining time cutting out the headings and putting them on coloured card. This took longer than expected as we had to calculate the correct boarder for each individual heading.
We decided to not put the white boards and white board pens up as the rest of the display was not ready. We did not want children using the mini-whiteboards without understanding their use (for book recommendations).


10:15-10:30am
During break roughly 20 children came to the library. Someone asked Megan to help them find a book, she decided the child would enjoy reading Horrid Henry and helped him using the level system. Sienna had a child read a chapter of Harry Potter and the deathly hallows. Whilst Erin had a group of children all reading a science book about different experiments.

10:30-12:00am
We had two guided reading sessions were we had the chance to each do a book review. The best book reviews were one of beast quest, one of the gymnastic fairy and one on football fantasy. Once we completed the book review we then had the child read to us for the remaining time.
In between the two guided reading sessions we tidied the library and had a break in the staff room.

OVERALL REFLECTION OF THE SESSION

We thoroughly enjoyed session three as we felt that we really worked closely with the children and therefore impacted their interest in the library and their reading. When the two teachers came to the library with their classes we asked them to pick three students to do book reviews. We asked the teachers to pick them as we felt their knowledge and understanding of the children would make them pick suitable students. For example, one teacher picked a child who struggles with reading and reads with a teaching assistant every day. One of us reading with him and doing a book review meant that they were able to do something else with him and make more use of his day at school. However, one teacher picked three girls but our project was to raise the achievement and interest of boys. Therefore, on reflection we should have made it clear to the teachers that our purpose was to work with the male pupils and could they picked 3 male pupils.