Giving you the national perspective We run more than 600 course dates - - PDF document

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…

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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
• Exams 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 19th, 20th and 21st 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

• f prose, poetry and drama

What makes a curriculum

• utstanding 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
• pportunity 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!

Teaching grammar; possible next steps

• Discuss what teachers currently do
• Review the Key Stage 2 expectations
• Reinforce Year 5/6 grammar knowledge in your Year

7 programme

• Make use of existing glossaries e.g. primary NC,

NATE schemes of work to support staff where needed

• Plan aspects of grammar into all schemes of work

at Key Stage 3

• Draw up policy statements/guidance for the

department; include implicit teaching of grammar e.g. through marking

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 Three: Agenda

• Strengths and weaknesses in current English

practice

• Ofsted ‘Moving English Forward’ report
• Effective teaching and learning and other areas

for improvement

• Good practice and other resources

English in schools: two cheers?

• Around 70% of schools were judged to be good or
• utstanding in their English subject inspections
• Nearly one in five secondary schools was outstanding in

English

• Most pupils enjoy English lessons
• Teachers work harder than ever with intervention

classes, Easter classes, clubs and so on

• Very few schools in the subject survey were

judged to be inadequate in English

• There has been a consistent upward trend in GCSE with

around 70% of students achieving grade C+

Let’s look at teaching and learning

Year 9, top set, understand how to use stylistic devices (AF2)

Starter Introduce, discuss objective (5 minutes); groups to complete card-sort activity (10 minutes) Development Groups to use Question of Sport grid and identify stylistic devices on whiteboard (10 minutes) Mini-plenary, look at criteria for Level 5,6,7 (5 minutes) Look at examples (L5/6) of persuasive essay on capital punishment, choose most effective and link to criteria (5 minutes) Students to produce at least one paragraph for their writing; a talk for/against capital punishment (10 minutes) Plenary (15 minutes) Musical chairs, peer mark two other students’ work, return to own work, check comments Washing line: pupils get into position in relation to strength of views for/against capital punishment What have you learnt today? Q/A Final activity: identify technique on board

The myths of teaching

• Pace: the faster the lesson, the better the learning
• Volume of activities: the more, the better
• Limited time for students to work independently
• Over-detailed and burdensome lesson plans
• Constant review of learning
• Over-emphasis (at too early a stage) on a limited range
• f skills needed for tests and examinations
• Issues surrounding differentiation
• An inflexible approach to planning lessons
• 1. ‘Inspectors must not expect teaching staff to teach in any

specific way or follow a prescribed methodology’

• 2. ‘Inspectors will not expect teachers to prepare lesson

plans for the inspection’

The myths (cont…)

I also want to lay to rest the myth that inspectors want to see a certain kind of lesson. Yes, lessons should be planned, but not in an overly complicated and formulaic way. A crowded lesson plan is as bad as a crowded curriculum. We want to see pupils engaged and learning. So if an inspector walks into a classroom and the pupils are working on an extended task for the whole time, that's fine. If a teacher is reading a play with the class and they are all engaged, that's fine too. There should be no prescription about lesson structure. (Sir Michael Wilshaw, HMCI, TES, 30 March 2012)

Using Ofsted resources to review and improve practice

Ofsted reports including:

• Excellence in English: what we learnt from 12
• utstanding schools, 2011 (100229)
• Moving English Forward: action to raise standards of

English in schools, 2012 (110118)

• Improving literacy in secondary schools, April 2013

(120367)

• The good practice site:

http://www.ofsted.gov.uk/resources/publications/good- practice

• Subject professional development materials: English,

February 2013

Good practice in English: St Paul’s Academy, Greenwich

• http://www.ofsted.gov.uk/resources/good-

practice-film-st-pauls-greenwich-english

Moving English forward in the revised National Curriculum

• Improvements to teaching
• Planning for oral communication
• Pupils’ wider reading and reading for pleasure
• More effective teaching of writing
• Making English real; engaging students with the

real world

• Refreshing the Key Stage 3 curriculum
• Developing literacy across the curriculum
• Improving transition from Key Stages 2-3

Implementing the new National Curriculum

• Hang on to existing good practice, what currently

works well in your school

• Make use of the flexibility available to construct

a curriculum that meets your pupils’ needs

• Work with your primary schools to share and

develop subject knowledge about English

• Remember that the National Curriculum does

not tell you how to teach; retain flexibility

• Review the overall Key Stage 3 curriculum map,

building in pace, continuity and progression

Implementing the new National Curriculum

• Plan a coherent programme to develop pupils’ oral

communication skills across Key Stage 3

• Consider how to promote pleasure in reading and a

wide range of texts at Key Stage 3

• Explore the notion of author study with the

department

• Develop a programme to teach grammar and

spelling systematically and in real contexts that engage pupils

• Teach a broader curriculum than the draft statutory

National Curriculum and continue to include modern technology

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