1. THE NEW KS3 ENGLISH NATIONAL CURRICULUM Session led by Linda Latimer-Jones, Burntwood School Tuesday 19 th November 2013 Wandsworth Children's Services

2. 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 Wandsworth Children's Services

3. 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. Wandsworth Children's Services

4. 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’. Wandsworth Children's Services

5. 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 Wandsworth Children's Services

6. Structure Aims Spoken Language Reading and writing Subject content (Reading, writing, Grammar and vocabulary and spoken English) – 3 pages Glossary – 17 pages Wandsworth Children's Services

7. 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 Wandsworth Children's Services

8. 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. Wandsworth Children's Services

9. Reading Should be wide, varied and challenging 1) develop love of reading 2) understanding challenging texts 3) read critically Should include pre 1914 and contemporary literature, two Shakespeare plays and seminal world literature Wandsworth Children's Services

10. Writing 1) write fluently for pleasure and information 2) plan, draft, edit and proof read 3) accurate grammar, punctuation and spelling (See Appendix 1 – the key stages 1&2 Programmes of Study ) Wandsworth Children's Services

11. 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) Wandsworth Children's Services

12. 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 Wandsworth Children's Services

13. “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

14. Department for Education Documentation Interesting 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 …”

15. 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 Documentation Interesting Highlights continued…

16. 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/parents the local authority “Stuck in the Middle with you.” Gerry Rafferty/Stealer ’s Wheels Curriculum Managers

17. The Major Issue for us all is Assessment 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

18. “Not Waving but Drowning” Stevie Smith

19. English Language & Literature Key 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 19 th 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.

20. 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 & Literature Key Stage 4 Changes to GCSE Examinations Continued…

21. Key Dates September 2014 – New National Curriculum September 2015 – New GCSEs Assessment GCSE 1 to 9 KS3? KSH2? Issues for Whole School 2017 8 GCSEs Best 8? Edited highlights…

22. 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?

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

24. Possible Time Framework… Short Term Make your team aware of the fact they are going to have to coincide Decide on GCSE course for your school Representatives to meet at Wandsworth English Group Watch developments at Key Stage 1 & 2. Medium Term To invigorate teaching and use of formal written and spoken language Look at tests at KS2 Modify Schemes of Work to ensure coverage of new skills/requirements Discuss with team what they would want of our assessment scheme Possibly send some staff to visit primary/other secondary schools to investigate assessment. Long Term Develop and meeting schedule in consultation with SMT for internal moderation Students need to have more opportunities to interact with unseen texts using skills learned The use of formal language needs to be imbedded into the curriculum Send representation to WEG to share problems and practices. To develop extended writing opportunities

25. FocusMethodologyIssues to Consider Short Term Medium Term Long Term My Time Framework for Managing Change

26. “Now I've got that feeling once again I can't explain, you would not understand This is not how I am I have become comfortably numb.” Pink Floyd

27. 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 Wandsworth Children's Services

28. The new National Curriculum can be found at: https://www.gov.uk/government/organisations/department- for-education/series/national-curriculum Wandsworth Children's Services