The Primary English Encyclopedia: The Heart of the Curriculum, Third Edition
See also assessment, interactive white boards, Literacy Time, Primary National Strategy, SATs
The case for a National Curriculum is that it tries to ensure that every child whatever their ethnic or social origin has the right to a certain standard of education. But we must avoid making such a curriculum too complicated and labour intensive. Lessons were learnt about this and assessment, for example, has been simplified from the burdensome early requirements.
Since a National Curriculum was put in place in 1988 there have been several revisions, and in the nature of things, there will be changes in the future.
The National Curriculum (DfEE/QCA 1999) for English, like the other Primary Curriculum subjects, sets out ‘Programmes of Study’ stipulating what must be taught and then ‘Attainment Targets’ which describe levels of achievement.
English at both Key Stage 1 (5–7 years) and Key Stage 2 (7–11 years) is divided into En 1 Speaking and Listening, En 2 Reading and En 3 Writing. Each of these three elements is discussed under ‘Knowledge, skills and under-standing’ and ‘Breadth of study’. The ‘Breadth of study’ paragraphs indicate the range of activities, contexts and purposes through which the knowledge, skills and understanding should be taught.
You can access the English orders through the website or acquire a print copy from DfEE. There follow some observations and comments:
• Although the language processes are dealt with separately it is made clear that speaking and listening, reading and writing should be integrated.
• The orders are compatible with the Primary Framework for literacy and mathematics (2006), the latter being more detailed.
• Notes in the margin link the programmes with the early learning goals.
• Collaborative work is encouraged in En1 and listening, often the neglected language process, is given consideration.
• Drama is given a welcome place in En1. Many early years teachers would like more recognition of the value of play.
• Children are taught a range of strategies to learn to read but the phonological cue-system is emphasised for beginning readers.
• It is implicit that language development is partly to do with controlling a large number of genre. Non-fiction reading and writing is fully recognised as well as the full range of fiction and both print and ICT forms of information texts are included.
• Children are to be taught about language variation, for example how language varies according to context and purpose and how talk and writing differ in form.
• Children must be taught about the structure of language and by Key Stage 2 (En 3) challenging concepts about grammar must be acquired.
• Children must acquire standard English forms in speaking and writing.
• There is recognition that the form of writing relates to the purpose and the audience.
• Teachers must help children plan and draft their writing. The SATs, however, require first draft accounts.
• Systematic teaching of spelling, punctuation and handwriting is required.
Website is www.nc.uk.net
Qualification and Curriculum Authority: www.qca.org.uk
Teachernet: www.teachernet.gov.uk. All sites visited 29 April 2007
National Curriculum for Initial Teacher Training – see subject knowledge
National Literacy Strategy – see Literacy Time
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