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THE NEW KS3 ENGLISH NATIONAL CURRICULUM

Session led by Linda Latimer-Jones, Burntwood SchoolTuesday 19th November 2013

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Language and literacy across the curriculum

• Develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject.

• Language provides access to the whole curriculum.

• Key elements within every subject: • Spoken language • Reading and writing • Vocabulary development

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Spoken Language across the Curriculum

• Across the whole curriculum – cognitively, socially and linguistically

• To underpin the development of pupils’ reading and writing

• Use the conventions for discussion and debate

• develop their skills in working collaboratively across the curriculum.

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New attainment targets

The same for every subject:‘By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study’.

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Key features of primary English Curriculum

• Systematic phonics to ensure every child can decode – a focus on phonics across both key stages • Strong focus on spelling, grammar and punctuation.• Reading whole books.• Drama (within overview), ICT not mentioned• Reciting poetry

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Structure

•Aims•Spoken Language•Reading and writing•Subject content (Reading, writing, Grammar and vocabulary and spoken English) – 3 pages

•Glossary – 17 pages

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Aims

The overarching aim for English in the national curriculum is:• to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and

• to develop their love of literature through widespread reading for enjoyment

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Aims

The national curriculum for English aims to ensure that all pupils:• read easily, fluently and with good understanding• develop the habit of reading widely and often, for both pleasure

and information• acquire a wide vocabulary, an understanding of grammar and

knowledge of linguistic conventions for reading, writing and spoken language

• appreciate our rich and varied literary heritage• write clearly, accurately and coherently, adapting their language

and style in and for a range of contexts, purposes and audiences• use discussion in order to learn; they should be able to elaborate

and explain clearly their understanding and ideas• are competent in the arts of speaking and listening, making formal

presentations, demonstrating to others and participating in debate.

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Reading• Should be wide, varied and challenging

1) develop love of reading2) understanding challenging texts 3) read critically

Should include pre 1914 and contemporary literature, two Shakespeare plays and seminal world literature

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Writing

1) write fluently for pleasure and information2) plan, draft, edit and proof read3) accurate grammar, punctuation and spelling(See Appendix 1 – the key stages 1&2 Programmes of Study )

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GRAMMAR AND VOCABULARY

• Consolidate and build knowledge of grammar and vocabulary

• Impact of grammatical features of texts• Use these features consciously in speech and writing

• Use standard English confidently

(See Appendix 2 – the key stages 1&2 Programmes of Study)

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SPOKEN ENGLISH

• Speak confidently and effectively • Standard English – formal and informal contexts

• Classroom discussion • Short speeches and presentations • Formal debates • Structured discussions • Summarising • Building on what has been said

“When sorrows come, they come not in single spies but in battalions.”Hamlet

 

New National Curriculum for English 2013 What it means for us as curriculum managers

 

Department for Education DocumentationInteresting Highlights

 

• “English has a pre-eminent place in education and society.” • “Through reading in particular pupils have a chance to develop, culturally, emotionally, 

intellectually, socially and spiritually.”

• “Literature, especially plays a key role in such development.”

• “. . . pupils, therefore, who do not learn to speak read and write fluently and confidently and effectively disenfranchised.”

 • “The national curriculum for English reflects the importance of spoken language in pupils’ 

development across the whole curriculum – cognitively, socially and linguistically.” • “Pupils should be taught to understand and use the convention of discussion and debate …” 

 

Reading at KS3 should be wide, varied and challenging. Pupils should be:• “developing resilience to write at length”• “be taught to write formal and academic essays.” They should use:• “linguistic and literacy terminology”• and be engaged in the• “discussion of language”

Department for Education DocumentationInteresting Highlights continued…

Senior Leadership Time Finances Resources both Staff 

and Materials Training Assessment

 

National Priorities D of E Media

 

Our Departments Curriculum Development Sharing Resources Assessment strategies 

moderation Reporting to 

students/parentsthe local authority

 

“Stuck in the Middle with you.” Gerry Rafferty/Stealer ’s Wheels

CurriculumManagers

The Major Issue for us all isAssessment

 

Reforms?!! Current   system of levels to be removed and not replaced.  The rationale is – “too complicated and difficult to understand” “Prescribing a single detailed approach to assessment does not fit in with the curriculum freedoms we are giving to schools.” 

Responsibility for assessment It will be the school who has to:• Build assessment framework in order to check learning and report progress and ensure the pupils are on track to meet 

expectation.• Schools to develop their own pupil tracking data. Schools will benchmark their performance through statutory end of key stage asssessments including national curriculum tests. D of E will provide examples of good practice. “Outstanding schools will have the opportunity to take the lead on curriculum and assessment systems.” D of E to work with:• NAHT• Subject Associations• Education Publishers• External Test Developers        to help signpost a range of potential approaches

“Not Waving but Drowning” Stevie Smith

English Language & LiteratureKey Stage 4 Changes to GCSE Examinations

 *There will no longer be a GCSE English from 2016. New GCSE English Language requires:

• wider range of “high quality, challenging” literature•  Reading and writing equal weighting• Greater focus on Standard English in Spoken and Written form• Speaking and Listening not part of the final mark/grade• Examination papers with tiers to be removed.  GCSE English Literature A wider range of “classic literature” to be the focus. The following will be assessed: • A 19th Century novel• A Shakespeare play• A selection of poetry since 1789 – including Romantic Poetry• British fiction as dram from 1914• Increased assessment of Unseen Texts• Tiered papers removed• The quality of written response to be assessed. 

 

Both Language and Literature: • The study of literature will be a compulsory part if KS4 Curriculum 

• More diverse and “challenging” such as narrating and arguing• No Controlled Assessment both will have terminal examination

• New grading system 1-9 – the latter will be the highest, U will signify below grade 1.

English Language & LiteratureKey Stage 4 Changes to GCSE Examinations Continued…

Key Dates September 2014 – New National Curriculum September 2015 – New GCSEs 

Assessment GCSE  1 to 9KS3 ?KSH2 ? 

Issues for Whole School2017 8 GCSEsBest 8?

Edited highlights…

Problems/Challenges   Possibilities/Benefits

No funding   Saving of Time

Little Time   Reduction of Stress

The “blind leading the blind”   Sharing of ideas/strategies

Competitiveness   Local conformity

One size does not fit all   Cross Moderation Opportunities

Lack of attendance/commitment for a variety of reasons

   

“Bridge over Troubled Waters”Simon and Garfunkel

Without Local Authority help should we formulate our own self-help network?

“If it be not now, yet it will come: the readiness is all.”Hamlet

Possible Time Framework… Short Term Make your team aware of the fact they are going to have to coincideDecide on GCSE course for your schoolRepresentatives to meet at Wandsworth English GroupWatch developments at Key Stage 1 & 2. Medium Term To invigorate teaching and use of formal written and spoken languageLook at tests at KS2Modify Schemes of Work to ensure coverage of new skills/requirementsDiscuss with team what they would want of our assessment schemePossibly send some staff to visit primary/other secondary schools to investigate assessment.

Long Term Develop and meeting schedule in consultation with SMT for internal moderationStudents need to have more opportunities to interact with unseen texts using skills learnedThe use of formal language needs to be imbedded into the curriculumSend representation to WEG to share problems and practices. To develop extended writing opportunities

 

  Focus Methodology Issues to Consider

Short Term      

Medium Term      

Long Term      

My Time Frameworkfor Managing Change

“Now I've got that feeling once againI can't explain, you would not understandThis is not how I amI have become comfortably numb.”Pink Floyd

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The school curriculum

All schools are also required to set out their school curriculum on a year-by-year basis and make this information available online.

By July 2014

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The new National Curriculum can be found at:

https://www.gov.uk/government/organisations/department-for-education/series/national-curriculum