Curriculum and Assessment in English 3 to 11: A Better Plan provides an overview of the subject in considerable breadth and depth, and offers a clear, balanced and forceful critique of the current language and literacy curriculum and its assessment arrangements for 3- to 11-year-olds in England, and of developments in the area during the past thirty years.
The book restates fundamental truths about how pupils speak, read and write English with confidence and control. It describes how English can be taught most effectively, calls for an urgent review of some aspects of the current National Curriculum and its associated tests, and – crucially – proposes viable alternatives. This invaluable resource for those working in English, language and literacy education has a wide perspective and takes a principled and informed pedagogical approach.
Based on a series of much-admired booklets released by the UKLA in 2015, this accessible guide to both theory and practice will be of interest to teachers, student teachers, teacher-educators, advisers and policy-makers in the UK and internationally.
Table of Contents
Preface Introduction 1. Talk 2. Reading 3 to 7 3. Reading 7 to 11 4. Writing 3 to 7 5. Writing 7 to 11 6. Grammar and knowledge about language 7. Drama 8. Media 9. Learners of English as an additional language 10. Speakers of non-standard varieties of English 11. An alternative curriculum for English 3 to 11 12. Assessment 3 to 11 References
John Richmond has a breadth of experience as a classroom English teacher and advisory teacher in London, a local-authority English adviser, an officer on the National Writing Project and the Language in the National Curriculum Project (both in the UK), and a commissioning editor in educational television in the UK and the USA.
Andrew Burn has worked as a teacher of English, media and drama in schools in Cambridgeshire. He is Professor of English, Media and Drama at the UCL Institute of Education, UK.
Peter Dougill has been an English and drama teacher in schools in the south of England, a local-authority English adviser, Chief Inspector in the London Borough of Wandsworth, and an HMI. He is Senior Visiting Research Fellow at the University of Sussex, and an independent educational consultant in the UK.
Mike Raleigh has been an English teacher in Leicestershire and London, Deputy Warden of the ILEA English Centre, a local-authority English adviser and Deputy County Education Officer in Shropshire, and an HMI. He was Divisional Manager in Ofsted, Regional Director of the National Strategies in England, and an adviser to the Department for Education.
Peter Traves has been an English teacher in London, a local-authority English adviser, headteacher, and Director of Children’s Services in Staffordshire. He is an independent educational consultant in the UK.
"Founded on principles which recognise the importance of diversity, identity and community, this book presents a strong critique of current government policy about teaching English, offering a well-founded alternative curriculum. Any teacher who wants to improve provision for teaching reading, speaking and listening and writing in the primary school will relish the range and depth of this Better Plan." - Eve Bearne, UKLA
"Beautifully written and argued throughout, rooted in evidence of what works in classrooms and fully informed by accumulated knowledge of language and literacy development. The perfect antidote to curriculum-meddling politicians world-wide. Simply outstanding". - Professor Ronald Carter, School of English, University of Nottingham and Cambridge Language Sciences, University of Cambridge.
"Crucial reading for every English teacher and a vital resource for subject leaders and teacher trainers, these two books by John Richmond (one of the most influential proponents of ‘the new English’ in its early decades), with contributions by other leading names in the subject, powerfully and pragmatically re-state essential principles for English in schools, and explode the myths fostered by current and recent government policy...The material in these two immensely valuable books was originally published in 2015 as a series of UKLA booklets designed to guide teachers and departments in negotiating aspects of the English curriculum in the wake of the problematic new National Curriculum which began in 2014. It has now helpfully been gathered together into one volume for primary English and one for secondary English, both absolutely essential for every department to have and to use...It’s important to note that, whilst the books provide critique of current policy, their main thrust is the setting out of a positive, inspiring programme that can guide schools in implementing the curriculum and designing its own programme. Each chapter could provide a fantastic starting point for professional development within departments and discussion in department meetings, as well as key readings for PGCE courses. As well as clarity and succinctness of argument, the books also helpfully provide many clear and concise summaries of – and quotations from – key theorists’ work on all of the different aspects of the curriculum, and the ways in which they are relevant to classroom practice." - Gary Snapper, Editor, Teaching English