Which text types should be covered in each year group and how much time should be allocated to each?

When planning for English we need to ensure coverage of appropriate text types in each year group, with focused time frames. The new National Curriculum for English gives no guidance on this so we should continue to use guidance from the Primary Framework for Literacy:

http://webarchive.nationalarchives.gov.uk/20110809101133/http://nsonline.org.uk/node/19574

More detailed programmes of study which have been reorganised into separate year groups for KS1 and adjacent year groups for KS2

Strands have been renamed: Spoken Language, Reading and Writing

Reading for enjoyment/love of literature/ reading whole books

Talk for learning

“Language about language”: a wider knowledge and more explicit teaching of vocabulary, grammar and punctuation

Appendix include lists of words to be learned and expectations and subject knowledge for the teaching of vocabulary, grammar and punctuation

Use of Standard English

Advocates the teaching of synthetic phonics

Rapid pace of development expected in KS1

Flexibility to use content in an earlier phase or key stage if appropriate

All schools to publish their English curriculum online

Children have to discuss what they are learning and develop their wider skills in spoken language

Spelling words in the past tense and with suffixes (Letters and Sounds phase 6)

Writing simple dictated sentences

Handwriting: frequent, discrete and direct teaching

Children to use grammatical terminology

Move on to Year 3 and 4 Programmes of Study for Word Reading as soon as they are ready

Children to learn and recite poetry by heart

Teacher to model discussions and provide children with feedback on their discussions

Develop positive attitudes and stamina for writing

Use grammatical terminology when discussing their writing and read aloud their writing

Read accurately at speed

Joined handwriting should be the norm and not slow children down

Children need to develop their wider skills in spoken language e.g. formal presentations and debate

Children to learn and recite poetry by heart

To write for a broad range of real purposes and audiences as part of their learning across the curriculum with grammar taught explicitly

Children should be reading widely and frequently, outside as well as in school, for pleasure and information

Preparation for secondary school: focus on consciously controlling the structure of sentences in their writing and why sentences are constructed as they are

Children should experience public speaking and debate

Develop a personal style in handwriting and vary this for different purposes and audiences

Perform their own compositions controlling intonation and volume to convey meaning

In year group teams talk about and plan how to address the key changes contained within the new National Curriculum for English. Year group teams to feedback.

The new curriculum for English may be prescriptive in its way, but it leaves teachers huge space to choose the context in which they deliver the basic details which it contains. It could form the technical detail which underpins a much broader experience tailored to the context and interests of the children in each school or class. Ultimately how this new curriculum for English shapes the experiences of children will be down to the leaders and teachers who implement it.

http://www.youtube.com/watch?v=wX78iKhInsc&list=PL9TCVt-CdNHaKubj4IQWHQxCkG87ZFemA