Summary highlights and key changes

The content of the new primary curriculum has a more rigid structure than the previous curriculum. In Key Stage One, Programmes of Study are organised year by year and in Key Stage Two, they are organised into two-year blocks.

• Speaking and Listening is now referred to as ‘Spoken Language’ with a set of generic statutory requirements to be adapted from Year 1 – 6. Opportunities for speaking and listening are incorporated into the programmes of study for reading and writing from Years 1 – 6.
• The Reading Programme of Study is organised into two strands: word reading and comprehension (both listening and reading). The Writing Programme of Study is organised into two strands: transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech and writing). The statutory content for Vocabulary, Grammar and Punctuation is specified for each year group and the statutory content for spelling is specified for year group / year block, with statutory word lists provided for year 3, 4, 5 and 6.
• There is a greater emphasis on phonics as the first approach to the teaching and learning of word reading, with phonics guidance being more specific than in the previous curriculum.  There is a greater emphasis on the reciting of poetry and reading for pleasure, and there is greater emphasis on the reading of whole texts rather than extracts.
• A glossary of terms in the Programmes of Study is provided. There is a greater emphasis on the teaching of specific vocabulary to enable children to discuss their reading, writing and spoken language.
• All schools are required to set out their school curriculum for English on a year-by-year basis and make this information available online. There is no requirement to teach the PoS in the exact order in which they are presented; the requirement is to have taught all prescribed content by the end of the key stage. Schools are not required by law to teach the example content (indicated by square brackets) or content indicated as ‘non-statutory’.

 Key points for schools to consider

There are a number of key points that schools may wish to review and consider when implementing the new English curriculum:

Progression

Progression in reading and writing skills is supported by the more structured format of the new English curriculum. The single blocks in Key Stage One are designed to reflect the rapid progress in word reading during this time. As schools are required to have taught the programme of study by the end of the key stage, this allows schools flexibility within the document to introduce concepts earlier / later than set out in the programme of study. The document clearly states that all children are expected to be reading fluently by the end of Key Stage Two. In Key Stage Two, for those children who are still struggling to decode, it is expected that schools will have in a place a rigorous and systematic phonics programme to enable them to catch up rapidly. There is a higher expectation on children’s grasp of specific spelling, grammar and punctuation skills.

Resources

Schools should find that their existing literacy resources can be adapted to support the teaching of the new primary English curriculum. With more focus on the teaching of phonics, it will be important for schools to ensure they have the practical resources to teach phonics effectively and a wide range of appropriate reading books that allow children to practice and apply the specific skills they are currently learning.  With a greater emphasis on reading for pleasure and reciting poetry, schools will have to ensure they have a wide selection of high quality texts available to children and consider whether to time-table opportunities to read to children, particularly in years 1-4.         

Professional Development

With increased focus on specific requirements in the teaching of spelling, grammar and punctuation, it is important to consider whether this may be an area in which professional development is required. As phonics is the first approach to teaching word reading, further training for teachers and teaching assistants may be useful. Training in phonics for KS2 teachers may also be necessary to enable them to build successfully upon the phonics teaching from EYFS / KS1.

Timetabling

New statutory programmes of study and attainment targets will be introduced from September 2014 for all year groups except years 2 and 6: for those year groups, the new curriculum will take effect from September 2015. These two year groups will complete end of key stage assessments following the previous curriculum.

Cross-curricular opportunities

There is limited reference to the use of drama and role play in the non-statutory guidance for reading comprehension and there is no specified requirement of the use of visual literacy, film and animation in the English curriculum. It is important for schools to consider ways in which these approaches to exploring language can continue in order to maintain good practice in the teaching of English. The introductory pages state that comprehension is, in part, reliant on knowledge of the world, and that the teaching of spelling, grammar and punctuation should not constrain creativity.

Case Studies

Richmond Writers

Following the success of the recent projects for Richmond Primary schools, the ‘Lights! Camera! Action!’ film competition in 2013, and ‘Dreams 2012’, 2014 saw the launch of ‘Richmond Writers’ – a project designed for Richmond Primary Schools to promote and celebrate high standards and achievement in creative writing. Read more ..

Developing the use of practical literacy resources – Collis

With the renewed focus on the learning of spelling, grammar and punctuation, teachers at Collis set about developing a practical approach to teaching of these skills. What followed was the development of a range of games allowing the children to practise and apply their knowledge of spelling, punctuation and grammar in a fun, interactive way. Read more

Raising the Profile of Reading – Bishop Perrin

As part of a whole-school curriculum review programme, teachers at Bishop Perrin set about looking at ways in which to raise the profile of reading across the school, making it an integral part of the school curriculum and exploring ways in which to encourage reading for pleasure. A variety of initiatives, both large and small, were implemented in a bid to engage all children in the enjoyment of reading and to raise standards in reading. Read more

Practical Grammar and Punctuation Resources – St. James’s 

A folder of practical resources for use in the classroom has been created and used successfully in classes across the key stages at St. James’s. The content of the folder includes resources to support the teaching of Grammar and Punctuation in the new curriculum.