4. Who has been involved

5. Playback  a strong emphasis on the importance of speaking and listening  the centrality of story, told, read and written  the literary heritage should be a part of the curriculum, but there needs to be a living debate about reading quality literature  for older students, flexibility in course construction is favoured, to suit varied interests and needs

6. Playback  technology must serve the principles and purposes of the subject  the range of texts should expand to include reading and writing on screen  the curriculum needs to adapt to changes in society, including groups with different linguistic and literary heritages  general agreement that future assessment needs to be more flexible and responsive to the needs of learners; less agreement as to how this is best achieved

7. Speaking and listening Creativity The permeable classroom: -writers, actors, journalists -the community beyond the school gates Three themes

8. The 4 Cs Competence Creative Cultural Critical TakingEnglishforward

9. The 4 Cs TakingEnglishforward  Competence in using language means being able to communicate effectively and adapt to different situations  Creativity in language involves exploiting linguistic resources, experiences and imaginations to create new meanings and make new effects  Cultural understanding involves appreciation of our literature and language, and of the new ways that culture develops and lives on in our society  Critical skills are needed when looking at all forms of media and communication, as well as literary texts

10. TakingEnglishforward Taking English forward creativity  Make space for creativity cultural  Refresh the heritage and cultural aspects of the subject competence  Ensure competence in all 3 modes as a basis for the world beyond school critical  Develop analytic, evaluative and critical skills

11. A new P artnership in English