Which text types should be covered in each year group and how much time should be allocated to each?
When planning for English we need to ensure coverage of appropriate text types in each year group, with focused time frames. The new National Curriculum for English gives no guidance on this so we should continue to use guidance from the Primary Framework for Literacy: http://webarchive.nationalarchives.gov.uk/20 110809101133/http://nsonline.org.uk/node/195 74
More detailed programmes of study which have been reorganised into separate year groups for KS1 and adjacent year groups for KS2 Strands have been renamed: Spoken Language, Reading and Writing Reading for enjoyment/love of literature/ reading whole books Talk for learning “Language about language”: a wider knowledge and more explicit teaching of vocabulary, grammar and punctuation
Appendix include lists of words to be learned and expectations and subject knowledge for the teaching of vocabulary, grammar and punctuation Use of Standard English Advocates the teaching of synthetic phonics Rapid pace of development expected in KS1 Flexibility to use content in an earlier phase or key stage if appropriate All schools to publish their English curriculum online
Children have to discuss what they are learning and develop their wider skills in spoken language Spelling words in the past tense and with suffixes (Letters and Sounds phase 6) Writing simple dictated sentences Handwriting: frequent, discrete and direct teaching Children to use grammatical terminology
Move on to Year 3 and 4 Programmes of Study for Word Reading as soon as they are ready Children to learn and recite poetry by heart Teacher to model discussions and provide children with feedback on their discussions Develop positive attitudes and stamina for writing Use grammatical terminology when discussing their writing and read aloud their writing
Read accurately at speed Joined handwriting should be the norm and not slow children down Children need to develop their wider skills in spoken language e.g. formal presentations and debate Children to learn and recite poetry by heart To write for a broad range of real purposes and audiences as part of their learning across the curriculum with grammar taught explicitly
Children should be reading widely and frequently, outside as well as in school, for pleasure and information Preparation for secondary school: focus on consciously controlling the structure of sentences in their writing and why sentences are constructed as they are Children should experience public speaking and debate Develop a personal style in handwriting and vary this for different purposes and audiences Perform their own compositions controlling intonation and volume to convey meaning
In year group teams talk about and plan how to address the key changes contained within the new National Curriculum for English. Year group teams to feedback.
The new curriculum for English may be prescriptive in its way, but it leaves teachers huge space to choose the context in which they deliver the basic details which it contains. It could form the technical detail which underpins a much broader experience tailored to the context and interests of the children in each school or class. Ultimately how this new curriculum for English shapes the experiences of children will be down to the leaders and teachers who implement it.