Giving you the national perspective We run more than 600 course dates across 20 locations throughout England and Wales Over 15,000 delegates will have received our training this year We have a broad range of courses covering everything from… Early Years to Further Education Classroom Assistants to Head Teachers Numeracy and Literacy to Business Studies and Computer Science
Not literally or we would have very big hands! Our trainers have been hand-picked for their dynamic delivery, expert knowledge and pedagogical insight Your trainer today is Phil Jarrett The Future of English: implementing the new National Curriculum Aims of the course: • To consider the likely impact of the new National Curriculum • To explore key issues in the new curriculum • To review current strengths and weaknesses in secondary English • To encourage departmental self-evaluation and share existing good practice A new National Curriculum in English; introductory thoughts • Relatively limited prescription for secondary schools at Key Stage 3 • Opportunity to review current practice and address gaps and weaknesses • Need to consider the teaching of literary texts and approaches to grammar at Key Stage 3 • Issues remain to be resolved at present including assessment at Key Stage 3 and GCSE syllabuses • There is no prescription over how to teach • The statutory National Curriculum does not cover everything you would wish to include • Time to plan carefully for implementation in 2014
Session One: Agenda • National Curriculum and GCSE update • Changes to primary English • Changes to secondary English • Approaches to planning the Key Stage 3 curriculum The revised National Curriculum: timetable and update • September 2013 – final National Curriculum to be published • September 2014 – first teaching of new National Curriculum • September 2015 – first teaching of new GCSEs in English • GCSEs to be retained but reformed • Assessment issues at Key Stage 3 unresolved at present The new National Curriculum: key changes • The primary programme is specific, highly structured and very detailed • The secondary programme is significantly shorter and less prescriptive • Most important changes in primary are the strong emphases on phonics, spelling and grammar • The new secondary programme emphasises wide reading, author study, and a selected range of literature • ‘Spoken English’ has a less significant role • Modern technology is absent from the prescribed curriculum
The aims of the revised secondary English curriculum Pupils should be taught to: • Increase the breadth of their reading • Read for understanding • Read critically • Write accurately, fluently and at length • Plan, draft, edit and proof-read confidently and effectively • Consolidate and build on their knowledge of grammar and vocabulary • Speak confidently and effectively Key Stage 3 English Subject content Reading • Develop an appreciation and love of reading including: at least one Shakespeare play; pre-1914 and contemporary English literature; and seminal word literature written in English • Understand increasingly challenging texts • Read critically • Study at least two authors in depth each year Writing • Write accurately, fluently and at length • Plan, draft, edit and proof-read Grammar and vocabulary • Consolidate and build on their knowledge of grammar and vocabulary Spoken English • Speak confidently and effectively Changes to GCSE - Syllabuses to continue to be offered by different boards - GCSE to remain as universal qualification - Increasing demand at the level of grade C and greater challenge for the most able students - All assessment at the end of the course - E xams to test extended writing, with fewer ‘bite - sized and structured questions’ - New grading scale 8-1 - No combined English option - Speaking and listening to be accredited separately from GCSE from 2014
Subject content GCSE English Language - All texts in exam to be ‘unseen’ - Spoken language to be reported separately - Students should have read challenging texts from the 19 th , 20 th and 21 st centuries - All texts studied must make significant demands on students - Texts may include extended literary non-fiction, essays and journalism but not digital texts - Assessment objectives: 40% reading comprehension; 20% reading critically; 40% writing, with 20% for SPAG Subject content GCSE English Literature 1 - Students to read widely for pleasure and as preparation for studying literature at a higher level - To appreciate the depth and power of the English literary heritage - Emphasis on ‘high quality English literature’ - Examination to include ‘unseen’ texts - Assessment objectives: 20% reading comprehension; 50% reading critically (of which 20% for ‘unseen’ texts); 30% writing Subject content GCSE English Literature 2 Detailed study of a range of high quality whole texts to include: • At least one play by Shakespeare • Representative Romantic poetry • At least one nineteenth century novel • Poetry since 1850 • British fiction or drama since the First World War No more then two texts should be selected from each of prose, poetry and drama
What makes a curriculum outstanding in English? • Distinctive and innovative elements designed to meet the needs of your pupils • An appropriate balance of time spent teaching reading, writing, speaking and listening • Rich and varied programme that includes key areas such as poetry, drama, media and wider reading • A clear sense of progression in English across the key stage • A productive curriculum that links with the world outside school • Opportunities to use modern technology and to analyse and produce moving image texts Session two: agenda • Reading issues • The study of authors and classic texts • Teaching grammar • Final thoughts Moving English Forward: issues to consider on reading • Finding time for independent reading, reading for pleasure • The balance of time spent on different kinds of texts • The range of texts studied • Approaches to the class novel • Classic texts and long novels • Critical and/or creative approaches to studying texts • Extended reading across the curriculum
National Curriculum Issues 1: author study and classic texts at KS3 How about the study of local authors at Key Stage 3? For example: Wantage and John Betjeman • Research biographical details and links to area • Visit to local museum and Betjeman Park as opportunity for extended non-literary writing • Poems about Wantage leading to pupils’ own poetry writing • Study/comparison of other Betjeman poems e.g. Death in Leamington Spa, The village Inn • Television programmes about Betjeman Author study at Key Stage 3 Opportunities: Year 7 • Children’s author e.g. Dahl, Almond, current Children’s Laureate • Shakespeare Year 8 • Local writer • Wordsworth Year 9 • Dickens • War poets Author study at Key Stage 3 Charles Dickens • Reading of short stories e.g. The Signalman • Biographical details • Notion of serialisation, cliff-hangers • Illustrations of characters e.g. Boz • Contrasting film treatments e.g. ‘Oliver’, David Lean, Nicholas Nickleby (TV) • Reading of opening chapter of ‘Great Expectations’ • Introduction to characters from different books • Linked to study of complete text e.g. ‘A Christmas Carol’ (KS3), ‘Great Expectations’ (KS4)
National Curriculum Issues 1: Grammar The real problem in England is that policymakers have not read the research on literacy development. Results are very consistent. 1. Direct instruction in grammar and spelling produces very limited results 2. Nearly all of our knowledge of grammar and spelling is acquired and absorbed through extensive reading. These studies have been appearing in scientific journals regularly for over the last 100 years. Stephen Krashen, Professor Emeritus, University of Southern California Re-defining grammar Debra Myhill, Exeter University • Embedding grammar within the teaching of writing improves pupils’ writing • Emphasis on exploring how grammar works in texts rather than on grammatical terminology per se • Lack of confidence with grammar is more likely to lead to prescriptive and de-contextualised teaching of meta-language • Grammatical meta-language is used, but it is explained through examples • Avoid definitions which confuse (e.g. a verb is a doing word) and teaching misconceptions (e.g. punctuation is about breathing) Wordsworth Composed Upon Westminster Bridge, September 3, 1802 Earth has not anything to show more fair: Dull would he be of soul who could pass by A sight so touching in its majesty: This City now doth, like a garment, wear The beauty of the morning; silent, bare, Ships, towers, domes, theatres, and temples lie Open unto the fields, and to the sky; All bright and glittering in the smokeless air. Never did sun more beautifully steep In his first splendour, valley, rock, or hill; Ne'er saw I, never felt, a calm so deep! The river glideth at his own sweet will: Dear God! the very houses seem asleep; And all that mighty heart is lying still!
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